Top Masters Programs in Elementary Education and Teaching

The University of Virginia's top-ranked program for elementary education prepares teachers to support the academic and social-emotional growth of young learners.

Children and their developmental trajectories across the elementary years.

The range of subject areas included in the elementary school day.

Committed to teaching all children and working in collaboration with their families and guardians.

Reflective about their teaching and engaged in continuous professional development and instructional improvement.

In this program, you have the opportunity to earn a Baccalaureate degree from the College of Arts and Sciences (B.A. or B.S.) or from Curry (B.S.Ed.) and a Master of Teaching (M.T.) degree from the Curry School of Education and Human Development. Degrees are awarded simultaneously at the end of the five-year program of studies. You earn licensure with endorsement in Elementary Education (grades preK-6).

(Post-graduate program for those who have already completed an undergraduate degree).

In this program, you have the opportunity to earn a Master of Teaching (M.T.) degree from the Curry School of Education and Human Development. In two years, you earn licensure with endorsement in Elementary Education (grades preK-6). Post-graduate students have the opportunity to accelerate the program and complete it in one and a half years.

Check out our Elementary Education Advising Guide for a comprehensive list of program offerings, requirements, and resources.

The Curry School offers a unique fellowship opportunity through Frederick County Public Schools, Goochland County Public Schools, and Virginia Beach City Public Schools. Through this partnership, candidates may apply to complete the last year of the program as a year-long residency that incorporates both the traditional fall student teaching semester and the following spring semester.

African American Teaching Fellows (AATF) works to recruit, support, and retain African American teachers to serve the public schools of Charlottesville City and Albemarle County. Fellows become part of a network of African-American educators in the region, participate in a teacher-leader summer institute, receive mentorship and support from local teachers Clicand administrators, and receive $5,000 toward the cost of tuition. Fellows commit to teaching in the Charlottesville/Albemarle area for several years after graduation.

Elementary Education Rated No. 3 in the Nation.

The Curry School's elementary teaching master’s program ranks No. 3 in the nation, according to an internet ranking site.

Applicants to the B/MT program in elementary education must:.

1. Be enrolled as a second-year student in the College of Arts and Sciences or Curry School of Education and Human Development. Students who brought in at least 25 credits (AP, dual enrollment, etc.) may be eligible to apply in the first year.

5. Meet the Virginia Department of Education test score requirements.

We highly encourage applicants to spend time in elementary schools prior to applying.

NOTE: The undergraduate application allows you to sign up for licensure classes offered through the Curry School of Education and Human Development. You do not transfer to Curry until the final year. Formal admission to the program (advancement to graduate status) occurs midway through one's fourth year at UVA. Advancement is based on academic performance in College and Curry classes, as well as performance in area schools (field work). Students who are successfully advanced to graduate status will transfer to the Curry school for the final (fifth) year of the program.

Off-Grounds Transfer Students: Transfer students may not directly transfer to the Curry School for the teacher education program because it is a master's-level program. Students must apply for admission to UVA through the University's Office of Undergraduate Admission, complete the paper application for transfer students, and meet criteria 3, 4, and 5 listed above. We encourage transfer students to apply by March 1 but will accept applications after that time if space is available in the program.

Applicants to the PG/MT Elementary Education program must:.

1. Possess an undergraduate degree prior to matriculation. Courses in the major should reflect a cumulative grade point average of 3.0 or better. The overall GPA should be no lower than 2.7.

4. Meet the Virginia Department of Education test score requirements.

(NOTE: applicants may upload unofficial transcripts with applications, but will need to provide official transcripts showing degree conferral before they can matriculate.).

Admissions are rolling. All elementary education programs begin in the fall. We encourage you to apply by February 1 prior to the fall in which you plan to start. The final deadline for applications is May 1 prior to the semester of entry.

Teacher Education students may be eligible for federal loans, grants, scholarships, work study and other categories of need-based financial aid. Funding opportunities can be found within Financial Information section of the Resources for Admitted Teacher Education Students.

Students in the College of Arts and Sciences are strongly encouraged to take two psychology courses to replace this requirement. This will help you reach the required 102 College credits needed for your undergraduate degree. You need one development course (PSYC 2700: Introduction to Child Psychology preferred) and one cognition course (PSYC 2100: Introduction to Learning and PSYC 2150: Introduction to Cognition preferred).

EDIS 3881: Field experience: Elementary Education (1 cr.).

EDIS 3881: Field Experience: Elementary Education (1 cr.).

Online module: Virginia State and Local Civic Education Module.

?Hands-on training in CPR, AED, and 1st Aid - if you were trained within the last few years, you can send that certificate/card. It does not need to be a current certification.

EDIS 5010: Curriculum and Instruction for Elementary and Special Education (3 cr.).

EDIS 5330: Science in the Elementary School (3 cr.).

EDIS 4881: Field Experience: Elementary Education (1 cr.).

Submit your Teaching Internship Application by the date specified by the director of clinical experiences.

Submit your Advance to Graduate Status application (sent to you by the director of teacher education).

EDIS 5340: Social Studies in the Elementary School (3 cr.).

EDIS 5320: Mathematics in the Elementary School (3 cr.).

Note: 4th-year students may not take EDIS 7100 and 7991 (the summer session / 5th year classes) during the fourth year. The spring sections of these courses are reserved for students who have already completed the teaching internship.

Reading Praxis Series Reading for Virginia Educators (RVE): Elementary and Special Education Teachers Assessment.

EDIS 5175: Issues in K-12 Education (3 cr.) - students must take the in-person version of this course; the online version is only for off-grounds, part-time students.

EDIS 5881: Teaching Internship: Elementary (12 cr.) - make sure you set the credits to 12 when registering.

EDIS 5871: Seminar: Teaching Associateship - Elementary (3 cr.) - if you are completing your internship in another city, you may be instructed to register for a different seminar.

Submit your licensure packet to the Teacher Education Office by October 1.

Complete an end-of-program survey, which will be sent to you by the Teacher Education Office.

If changing to part-time status in the spring, complete a Change of Status form and submit it to the Teacher Education Office by October 15.

Submit your licensure packet to the Teacher Education Office by February 1.

EDIS 3881: Field Experience: Elementary Education (1 credit).

EDIS 5010: Curriculum & Instruction for Elementary and Special Education (3 credits).

EDIS 4881: Field Experience: Elementary Education (1 credit).

EDIS 5330: Science in the Elementary Schools (3 credits).

EDIS 5340: Social Studies in the Elementary Schools (3 credits).

During winter break, submit your Teaching Internship Application by the date specified by the director of clinical experiences.

EDIS 5000: Exceptional Learner (3 credits)--offered fall or spring or summer; online - email Jillian McGraw if you took an Intro to Special Education course as an undergrad.

EDIS 5320: Mathematics in Elementary Schools (3 credits).

Note: 1st-year PGMT students may not take EDIS 7100 and 7991 (the summer session / 2nd year classes) during the first year. The spring sections of these courses are reserved for students who have already completed the teaching internship.

Prof. Cohen Named to Emerging Education Policy Scholars Program.

The information contained on this website is for informational purposes only. The Undergraduate Record and Graduate Record represent the official repository for academic program requirements.

Incoming Preliminary Multiple Subject Credential/MEd students with at least two college level mathematics courses will be given preference for this program. However, the faculty will consider any highly motivated multiple subject student for participation. Students with fewer than two college level math courses may be required to take additional math courses after completing the credential year.

Education Studies at the University of California, San Diego offers an innovative opportunity to interested and qualified candidates. EDS will train students for an Elementary Mathematics Education Concentration offered by the program as a supplement to the Preliminary Multiple Subject Credential. Students who participate in this program will be uniquely prepared to combine their knowledge of mathematics content and pedagogy in order to become effective teachers of mathematics and potentially mathematics leaders at their school sites.

There is a lack of highly qualified mathematics and science teachers at the elementary level. The EMEC will help develop a cadre of qualified, highly motivated elementary school mathematics teachers. Increasingly, local school districts are seeking highly qualified mathematics teachers to fill specialized mathematics leadership and lab leadership positions. Most importantly, elementary students need a solid foundation in mathematics to succeed in their academic and professional careers. Teachers who have earned the EMEC will be especially qualified to meet this challenge.

The Elementary Education program is designed for students who wish to teach in grades 1-6. The program stresses a humanistic approach to teaching that is both developmentally appropriate and intellectually challenging. It prepares the teacher to work with a diverse range of children by providing the teacher with knowledge instructional practices, along with perspectives on children, schools, and society.

13 courses and practicum, for a total of 37 credits.

1 academic year plus 2 summer sessions (full time) 2-3 years (part time).

This course is designed to provide students with an of the theoretical and empirical knowledge base concerning adolescent development. In particular, four broad areas will be considered: (1) psychological, biological, and cognitive transitions (2) central developmental tasks of adolescence (3) primary contextual influences and (4) prevalent types of problematic functioning that emerge during adolescence. The overarching goals of the course are to provide a solid and broad understanding of how and why adolescents develop in the manner they do, and to extend this developmental understanding into research, application, and practice.

This course focuses on the education of students with disabilities and other learners from culturally and linguistically diverse backgrounds. The goal of the course is to promote access to the general curriculum for all students through participation in standards-based reform. Universal Design for Learning (UDL) provides the theoretical framework for this course. Through an examination of historical milestones, landmark legislation, systems for classification, approaches to intervention, and the daily life experiences of diverse learners, students acquire knowledge diversity and the resources, services, and supports available for creating a just society through education.

Mathematics and Technology: Teaching, Learning, and Curriculum in the Elementary School.

This course presents methods and materials useful in teaching mathematics to early childhood and elementary school children and the different ways in which technology can be used in the elementary school classroom. The course will consider the teaching of mathematics and the use of technology from both theoretical and practical perspectives.

Social Students and the Arts: Teaching, Learning, and Curriculum in the Elementary School.

This course is designed to help students examine historical interpretation with critical analysis through history and the arts. It explores different areas of content and instructional methods directly related to Massachusetts Curriculum Frameworks in social studies, literature, and the arts.

This course is designed to offer preservice teachers theoretical and practical knowledge and experience into teaching literacy to elementary age students. Emphasis will be placed on the social, political, and cultural context of reading instruction. Students will gain understanding of major theoretical perspectives on literacy development and the myriad strategies for teaching reading in a variety of contexts. Students will also be expected to spend time in a context where they can gain experiences in providing reading instruction in a relevant and productive way.

This course is designed to increase confidence, enthusiasm, and knowledge for teaching elementary science. Science can be an essential part of an elementary classroom not only to achieve key science learning goals, but also as a means to engage and motivate students as well as support literacy and mathematics learning. An overarching focus of the course is on the idea that science is a practice that includes specific ways of reasoning, communicating, and acting. The course is also designed in partnership with the afterschool program at Gardner Pilot Academy in BPS.

Examines the role of situational, school, community, peer, and family factors on the education of children. Participants in the course will strive to understand the effects of their own social context on their education, to develop strategies to help students understand their context, and to understand and contribute to what schools can do to improve teaching and learning and school culture for all students regardless of internal and external variables.

Deals with the practical aspects of the instruction of teaching English Language Learners in Sheltered English Immersion, and mainstream classrooms. Reviews and applies literacy and content area instructional approaches. Includes such other topics as history and legislation related to English Language Learners and bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment. There are two sections of this course: one for elementary and early childhood education majors and one for secondary education majors.

The course will coincide with the pre-practicum experience. It is designed to introduce teacher candidates to inquiry as stance and the skills necessary to conduct classroom-based research that leads to pupil achievement and teaching for social justice. The course is designed to help teacher candidates mediate the relationships of theory and practice, pose questions for inquiry, learn through reflection and discussion, learn from their students and colleagues, construct critical perspectives teaching, learning, and schooling, and to improve teaching and learning. The second part of this sequence is 432 which is taken in conjunction with full-time student teaching (EDUC7420).

This is a pre-practicum experience for students in graduate programs leading to certification. Placements are made in selected schools in the greater Boston area. Students who are accepted into a program after the deadlines are requested to submit the application upon notification.

The primary goal of this capstone seminar is to initiate teacher candidates into the practice of teacher research or collaborative inquiry for action. Collaborative Inquiry for Action is an ongoing, collaborative process of systematic and self-critical inquiry by educators their own schools and classrooms in order to increase teachers' knowledge, improve students' learning, and contribute to social justice. This final project will be presented at a roundtable presentation at the end of the semester and also satisfies the M.Ed., MAT, MST Comprehensive Examination in Education.

A semester-long, full-time, five day a week practicum experience for graduate students in early childhood, elementary and secondary education. Students will be guided by a qualified school-based mentor (Supervising Practitioner) and a university-based mentor (Program Supervisor). Department permission required after August December 15.

Students in the Elementary Education Master Program complete work in Graduate Inquiry Seminar II during their Full Practicum Experience that comprises their Comprehensive Exam. There is no additional written exam in this program.

Graduate students participating in the Elementary Education program will learn to promote student development, teach for social justice, and reflect on practice to improve instruction. They will be prepared to work with students of a variety of backgrounds creating classroom environments that engage all students. specifically:.

The teacher candidate will promote the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, using these assessments and reflections on teaching to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.

The teacher candidate will promote the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, demonstrate cultural proficiency, and knowledge language challenges in academic settings.

The teacher candidate will demonstrate an inquiry stance by collecting and reporting data on pupil outcomes for the purpose of assessing, teaching, and modifying instructional practice.

Graduate students complete a pre-practicum experience, which consists of one school day per week for 10 weeks.

Education should level the playing field. We feel the same way financial aid.

The Lynch School of Education and Human Development provides than $8.4 million in financial aid to students each year.

We are an approved teacher preparation program by the Massachusetts Elementary and Secondary Education. Upon successful completion of the Lynch School of Education and Human Development educator preparation program, students earn endorsement from Boston College for licensure in Massachusetts.

In addition to your academic history and relevant volunteer and or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.

In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.

Two letters of recommendation are required, with at least one preferably coming from an academic source. Applicants may submit one additional recommendation of their choice.

Applicants who have received degrees from institutions outside the United States should view the International Students section for additional credential evaluation requirements.

Please begin your online application before submitting your transcripts. Details on submit transcripts and international credential evaluations can be found within the application.

Submitting GRE test scores is optional for this program for the 2023 entry term(s).

Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Submission of falsified documents is grounds for denial of admission or dismissal from the University.

Elementary Education Gender and Equity Issues in Mathematics Education In-Service and Preservice Teacher Learning Mathematics Education.

UC Davis School of Education Building, Room 254.

Science Education, Groupwork, Race and Schooling, Social Emotional Intelligence, Social Justice Education, Literacy in Science.

Dr. Tseng received a BA in psychology, elementary teaching credential, and MA from the University of California, Davis.

Early Childhood Multilingual Learners Bilingualism and Bilingual Education Educational Television and Multimedia Language Acquisition Early literacy Development Quantitative Methods.

As a tutor at Edison K-8, I work with students in grades 3 to 5. Coming from someone who is studying to be a high school mathematics teacher, working with such an energetic group of children can be stressful at times. Here are 3 ways to help a non-elementary teacher be a effective tutor for children.

Even when your eyes burn due to the lack of sleep, make sure to pay attention and take good notes in your education courses. It helped me view mathematics from new perspectives. Make sure you listen carefully in your courses: you will never know how much you (or your tutees) will benefit from it.

Melissa Perez is a sopho at Boston University School of Education studying mathematics education.

Math Matters: The Importance of Mathematics in Elementary School.

School on the Move: Award-Winning Bates Elementary field trips to BU.

Most people will probably think of teaching in an elementary, middle, or high school.

to the Teacher Leadership Program.

A teacher, center, among elementary school students, reading books in a library on the floor.

Dedicated advisers will guide you through the process of becoming a teacher at the preschool, elementary or middle and high school level.

Part of your work in becoming a teacher is to complete a series of internships in classroom settings, culminating in student teaching in one of our partner schools. The preschool teacher education pathway leads to certification as a lead teacher in infant-toddler and or preschool. As a successful teaching intern at the elementary or secondary school level, you will be eligible for a Massachusetts teaching license.

Brandeis offers you a senior year, nine-month internship along with the option of teaching in public elementary and secondary schools.

The Brandeis Teacher Education Pathway is animated by four central themes: Teaching for Social Justice, Teaching for Understanding, Teaching All Learners and Teaching as Inquiry.

Like Brandeis itself, our Teacher Education Pathway to Licensure is animated by a commitment to social justice. We have built the program on the following four themes.

Education Program HandbookMARYA LEVENSON '64 FUND FOR EDUCATIONWatch students' reflections on Teaching MathWatch a student reflections being in the MAT program.

Elyse has always found passion in teaching. I like working with students as they learn and grow, kind of watching them progress over time. I think providing support to students when they're young can really help impact the rest of their lives.

The highlight of the program is definitely the people that I get to work with. I love everybody energy.

This Master of Arts in Teaching in Elementary Education is designed to enhance your foundational skills, broaden your perspectives, and strengthen your ability to inspire and educate.

The comprehensive nature of the program enhances foundational practice and theory and prepares graduates to excel as skilled leaders in education. Upon completing this master degree, which includes pre-practicum early field work observations and a full term of student teaching, you will be well positioned to make a meaningful impact in your school, in your community, and in the lives of your students.

The MAT+ option provides qualifying students with the opportunity to complete a Master of Arts in Teaching with further study in a selected area of expertise. Currently, students can take additional course work to earn either an additional license in special education (Teacher of Students of Moderate Disabilities, PreK-8 or 5-12), or an additional license in ESL (teacher of English as a Second Language, PreK-8 or 5-12).

Students partake in pre-practicum early field work observations, teaching practicum and seminars, and a full term of student teaching.

Choose from elective courses covering a broad range of skills and approaches, including literacy, behavior management, and special education strategies.

Gain political, social, and historical perspectives on education.

Develop a working understanding of teaching and learning in diverse settings.

Examine theories of teaching and explore how best to teach for understanding and learning achievement.

New, incoming students who are working or have the intention of working as an educator in a public school at the elementary or secondary level, within an urban area, are eligible to receive a scholarship award of up to $10,000.

The Master of Arts in Teaching in Elementary Education (grades 1-6) has been approved for initial licensure by the Massachusetts Elementary and Secondary Education.

Teachers who specialize in fields such as mathematics, science, and bilingual education or are willing to work urban districts, rural areas or states with increasing populations will be in greater demand. Most job openings will result from the need to replace the large number of teachers who are expected to retire by 2018.

Get advice on the program that right for you.

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

MAT Northeastern University Graduate School of Education teacher-preparation programs are dedicated to cultivating educators committed to equity for all students. Please be aware that the university academic policy on plagiarism applies to the applicant statement of purpose.

Official associate or bachelor degree transcript from an accredited college or university in the U.S, stating degree conferral and date.

International deadlines are only applicable if the program is F1 compliant.

The program provides a pathway to earn a teaching license in Massachusetts for elementary and secondary classroom teachers.

Northeastern signature experience-powered learning model has been at the heart of the university for than a century. It combines world-class academics with professional practice, allowing you to acquire relevant, real-world skills you can immediately put into action in your current workplace. This makes a Northeastern education a dynamic, transformative experience, giving you countless opportunities to grow as a professional and person.

Advanced degree holders earn a salary 35% higher than those with a bachelor degree.

Top Higher Education Conferences to Attend in 2023.

The Master of Arts in Teaching program in Elementary Education at the University of Georgia is designed for individuals seeking initial teacher certification in grades PK-5. The program blends theory and practice grounded in our shared philosophy of critical pedagogy. We prepare teacher-leaders who are capable of engaging culturally and linguistically diverse children, families, and communities.

The Summer-to-Summer program (four semesters) is flexible, accessible, and designed for working adults. The program offers online and face-to-face courses in content areas such as language arts, social studies, mathematics, and science, as well as courses in educational theory and practice equity, access, and inclusion bilingual reading strategies integrating curriculum and assessment culturally responsive teaching and environments and critical arts-based pedagogies. The MAT program offers theoretically and clinically rich experiences in diverse environments that encourage teachers to develop their identity as thought leaders and agents of change.

We are seeking education professionals and others with a passion for teaching, a wealth of experience, and a drive to engage children and young people in Georgia and beyond.

Ranked in the top 10 elementary teacher education programs by U.S. News World Report.

Endorsements such as the English Speakers of Other Languages (ESOL) may be included in program of study.

Unlock your teaching potential. Take the next step in your teaching career.

The MAT in Elementary Education blends theory and practice grounded in our shared philosophy of critical pedagogy. Upon program completion, students will be expected to demonstrate teaching competencies related to habits of reflexive practice, integrating scholarship and research, engaging in professional collaboration, and appreciating diversity. These elements of thought and action are viewed as key to supporting critically informed and equitable teacher decision making. The MAT program is designed to offer theoretically and clinically rich experiences in diverse environments. By the end of the program, teachers will develop their identity as thought leaders and agents of change.

The MAT in Elementary Education requires a minimum of 49 credit hours, including content courses and associated field experiences. MAT Teacher candidates must (1) apply for a GaPSC Pre-Service Certificate prior to beginning field experience and (2) complete several assessments prior to certification.

The Graduate School handles admission for all graduate programs at the University of Georgia, including those in the College of Education.

Part 2: MAT in Elementary Education.

The MAT in Elementary Education accepts applicants for summer admission. While completing your Graduate School application, please complete the following sections:.

Note: We believe that students are than just test scores. Likewise, teachers are than their test scores. That being said, there is no minimum score posted for the GRE or Miller Analogies Test. When reviewing applications for admission, the entire packet is reviewed and potential cohort members are evaluated holistically. The department will submit the waiver request directly to the Graduate School.

The MAT program is committed to thoughtfully partnering with schools that profess a commitment to equity, diversity, and social justice. It is our goal for MAT students to be able to transfer their knowledge of teaching for social justice to a variety of different teaching contexts.

Almost all in-state students begin their studies at UGA paying limited tuition or fees. Please note that these amounts are subject to change and are meant to give prospective students an idea of the costs associated with a degree at the University of Georgia College of Education.

Students may qualify for a variety of assistantships, scholarships, and other financial awards to help offset the cost of tuition, housing, and other expenses.

See for yourself how much UGA College of Education has to offer!

Master (M.Ed.) Elementary Education PA State PreK-4 Certification.

M.Ed. Elementary Education Pennsylvania State PreK-4 Certification.

M.Ed. Secondary Education Pennsylvania State 7-12 Certification.

M.Ed. Special Education and Special Education PreK-12 PA Teacher Certification.

M.Ed. Special Education and Special Education PreK-12 PA Teacher Certification, PACE program.

M.Ed. Special Education with Special Education PreK-12 and General Education PreK-4 PA Teacher Certification.

M.Ed. Special Education with Special Education Pre-K12 and General Education 7-12 PA Teacher Certification.

Course Requirements: 14 courses (42 credits) including the PreK-4Level 1 PA Teacher Certification.

Typical Course Load: Fall (2-3 courses), Spring (2-3 courses), Summer (3-4 courses).

Practical Experience Component: Student teaching in the last semester (only for those looking for additional certification).

Alumni Current Positions: Preschool and elementary school teachers.

Note: Due to Pennsylvania Education criteria, international students are not eligible for this program.

Candidates must take a minimum of 14 courses (42 credits) for the Master of Education and PreK-4 Level 1 Teacher Certification in Pennsylvania. A dual certification option in Special Education (PreK-12) or English as a Second Language (ESL) is available for additional course work.

Prospective educators can start the program in any semester, with admissions deadlines of July 15 for the fall semester, Dec. 15 for a spring semester start and April 15 for summer semester.

They should two letters of recommendation (academic or professional), a personal statement and an acknowledgement of the College of Education policy on background clearances.

Full-time students can complete the program in two years. A typical course load for such students is three courses in the fall, three in spring and three or four in the summer. There is an option for a part-time course load.

Candidates learn elementary curricula and the most effective methods for working with students of different abilities and backgrounds. Additionally, they are trained in the basic principles of research and testing and techniques for gathering and analyzing educational data.

Of student teaching in a classroom as the culmination of the program.

Rising school enrollments and teacher retirements have contributed to a teacher shortage in Pennsylvania and around the country. The U.S. Bureau of Labor Statistics is predicting that the number of teaching positions for kindergarten and elementary school teachers will rise by 7 percent from 2016 to 2026, adding 116,300 jobs.

Education and Inclusion of Individuals with Special Needs.

Additional coursework to add dual certification in Special Education PreK-12 (18 credits).

Intensive Intervention in Mathematics and Content Area Literacy.

General Education and Special Education Student Teaching and Seminar.

Pennsylvania Education Requirements for Teacher Certification.

It is important for individuals considering teaching as a career to be aware of the fairly rigorous academic, health, and personal character requirements for teacher certification that are required by the Pennsylvania Education (PDE) for teacher candidates statewide:.

Refer to the the Pennsylvania Education for information on Pennsylvania Certification.

The Curriculum and Instruction: Elementary Education program prepares teachers to excel in classrooms and other educational settings. Additionally, our specialist and doctoral students go on to produce research that shapes classrooms and policy around the country.

Students choose to pursue an Elementary Education degree at Florida State for several reasons. They want nothing than to see their students succeed.

GREtest scores. Official test results are required from the General Test of the Graduate Record Examination (GRE). Examinee copies are not considered official. The Educational Testing Service (ETS) do not retain scores longer than five years. If your test scores are older than five years, you may have to retake the test to have official scores sent directly to FSU from the testing agency.

NOTE: The GRE admission requirements for master and specialist programs have been waived through Fall 2026.

Should describe your purpose for pursuing a degree, qualifications and long-term career goals.

Fall: July 1 Spring: November 1 Summer: March 1.

The Specialist in Curriculum Instruction (Ed.S.) with a major in Elementary Education is an advanced degree to prepare individuals for leadership in the field of elementary education as master teachers, curriculum specialists, in-service teacher educators, or consultants for public or private educational organizations as well as state and federal government. Typically, this degree is sought as a terminal degree in the field for individuals with prior education-related degrees and or experiences.

Areas of concentration typically include developmental learning, integrated curriculum, and subject area content and pedagogy. Students are encouraged to write a thesis in lieu of a comprehensive exam, which may substitute for up to six hours of coursework.

The Doctor of Philosophy (Ph.D.) degree in Curriculum and Instruction (C I) with a major in Elementary Education emphasizes theory and research in elementary education drawn from the disciplines of anthropology, sociology, philosophy, psychology, and the humanities. Completing a doctoral program requires an intensive commitment, and students are encouraged to pursue doctoral study on a full-time basis. Qualified applicants are eligible for teaching assistantships, tuition waivers, student housing, and consulting opportunities for teacher education centers. A limited number of fellowships and scholarships from the College and University are also available on a competitive basis.

The program of study leading to a Doctor of Philosophy in C I with a major in Elementary Education requires a minimum of 48 semester hours of coursework, twenty-four semester hours of dissertation credit, and satisfactory completion of a qualifying exam, preliminary exam, and oral defense of the dissertation. Such areas may include specific subject areas in teacher education, evaluation, policy, sociology, economics, or institutional research.

According to the U.S. Bureau of Labor Statistics, job outlook for elementary teachers is expected to grow 7.4% through 2026, which equates to approximately 104,100 new jobs. The job outlook for instructional leaders coordinators is expected to grow up to 10.5% through 2026. That translates into over 17,000 new jobs nationwide. The median national annual salary range for instructional leaders coordinators is $64,450 per year. The median national salary is $64,780 per year.

A career in education can be very rewarding, and a typical path offers ample opportunities for professional development and growth. Educators make a difference in the lifelong learning experience of their students, as well as, the quality and standards of the programs they teach.