Elementary Education M.A.T.

In order to be admitted into the M.A.T. in elementary education program, candidates must have completed the following:

1. A minimum of 60 semester hours of liberal arts courses.
2. A minimum of two courses in each of the following areas: science, mathematics, humanities and social sciences.
3. A health education or physical education or health-related course; art education or music education or a fine/performing arts course.
4. Additional courses that may be required by the admissions committee and/or program advisor.

Applicants need to request the application portfolio in person. Please contact Mrs. Dottie Grady at 401-456-8822 or mgrady@ric.edu to schedule an appointment. Mrs. Grady will review the application process with you and direct you to the appropriate faculty member for more information. Apply now!

The deadline for applications are:

March 1 for Spring Semester enrollment

Nov. 1 for Fall Semester enrollment

Applications that come in after the deadline will continue to be processed as much as possible, but this may mean processing is not finished until the beginning of the following semester.

Click below for information on course requirements, course descriptions and the M.A.T. Program Sequencing Chart to assist in program planning. The following program enrollment regulations guide planning: 

[Hang Indent Items Listed Below]

1. Graduate students seeking initial certification may only take the first three program courses while in the process of applying to the program. These courses are: CEP 552, ELED 500 and FNED 546, and the application must be completed and processed while taking these courses. Only 9-credits taken at RIC are allowed to be brought into the program upon admission. Any other program courses taken without permission of the MAT Committee (not the course instructor) will need to be retaken. This provision supports College Graduate Policy and professional standards established by the Feinstein School of Education and Human Development to ensure that students enrolling in teacher preparation programs are academically qualified for the study of teaching.

2. Students may enroll as part-time or full-time students. Students who meet all prerequisites and enroll as full-time students may complete program and degree requirements in as little as one year (intensive program). Most candidates are finished by the end of two years. Note that three courses is considered full-time at the graduate level.

3. The following program enrollment regulations guide planning:

[Hang Indent Bulleted Items Listed Below]

• CEP 552 must be completed prior to or concurrent with FNED 546 and ELED 500.
• FNED 546 and ELED 500 should be taken concurrently, if possible.
• CEP 552, FNED 546 and ELED 500 are the only program courses that may be taken prior to admission. They must be taken prior to any other program course.
• All program courses must be completed prior to student teaching.

Course Requirements

Course Descriptions

M.A.T. in Elementary Education Program Sequencing Chart

Upon completion of this program, successful candidates will be able to:

1. Explain the Conceptual Framework of the FSEHD, the Rhode Island Professional Teaching Standards, and relevant Rhode Island Dept. of Education initiatives, and describe their connection and impact to teaching in an elementary classroom: RIPTS 7,10,11; ACEI 5.1, 5.2
2. Describe and apply the roles and responsibilities of how reflective teachers think and act: RIPTS 7,10; ACEI 5.1, 5.2
3. For all disciplines taught in the elementary classroom: construct, teach and reflect on lessons and units that model developmentally appropriate practices consonant with professional teaching standards, including the Conceptual Framework of the FSEHD, the Rhode Island Professional Teaching Standards, and the ACEI Standards: RIPTS 1,2,3,4,5,6,7,8,9,11; ACEI 1, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5, 5.1, 5.2
4. Select and utilize formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback and to plan future instruction: RIPTS 9; ACEI 4
5. Describe the role and purposes of collaborative relationships with family and community, and plan and apply techniques for involving family in the learning process: RIPTS 7; ACEI 5.3, 5.4
6. Describe the importance of lifelong professional development and demonstrate competence in accessing information from relevant professional organizations and journals available for continued professional growth opportunities, with an emphasis on using available technology: RIPTS 10; ACEI 5.1, 5.2