Elementary Education Program

The Department of Elementary Education is in the process of redesigning the M.Ed. in elementary education program. Admission has been suspended until January 2008, while the program is being revised.

B.A. & B.S. in Elementary Education

Students in elementary education follow one of two programs:

1. Early childhood education program (certification for infant programs through grade two).
2. Elementary school program (certification for grades one through six).

Students are awarded either a B.A. or a B.S. degree. The B.A. is awarded to students choosing a content major, and the B.S. is awarded to students electing a teaching concentration in special education. Some programs, including middle school endorsement, will total more than 120 credits and may take longer than four years.

Retention Requirements

1. A minimum overall grade point average of 2.50 each semester.
2. A minimum grade of B- in Elementary Education 300 or Early Childhood Education 301, and recommendation to continue from the instructor.
3. A minimum grade of B- in all other professional courses, and a recommendation to continue from the instructors. Courses in the department may be repeated once with a recommendation to retake from the previous instructor.
4. A minimum grade of C in all prerequisite courses offered in the Faculty of Arts and Sciences.
5. Students accepted into the Department of Special Education and the Department of Elementary Education must maintain concurrent retention in both departments.

Records of students who do not maintain good standing or who receive a Recommendation to Continue with Concerns are reviewed by the departmental retention committee. Students may be dismissed from the program. Appeal of a decision to dismiss a student is made to the dean of the Feinstein School of Education and Human Development.

M.A.T. in Elementary Education

The Master of Arts in Teaching program begins with the selection of candidates who already possess a baccalaureate degree and who have potential for success in rigorous academic studies and in classroom teaching. The program moves to a carefully designed and coordinated sequence of courses and concludes with an intensive semester of student teaching. These studies and integrated clinical experiences are designed and sequenced to permit the candidate to increase knowledge and understanding of teaching in a systematic fashion, with each program phase based upon prior learning.

Click here for program admission requirements and details.