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M.Ed. Elementary Education + Teacher Licensure 2017-2018

Designed for those with an interest in teaching children from kindergarten through fifth grade across all curriculum areas, our Elementary Education program offers an opportunity for vigorous course work as well as internships and licensure. Your course of study in elementary education will include requirements and additional courses required for teacher licensure with an K-5 endorsement. Applications are being accepted for 2017-2018.

Important Program Update for 2017-2018 Academic Year

Starting in Summer 2017, students in the Elementary Education will be able to earn a Masters degree with licensure in 13 months (32 credit hours). The newly redesigned program builds from a solid base of research and experience in supporting teacher learning, and upholds our commitment to preparing candidates who possess both deep understanding of learner development and subject specific pedagogy, and the skills to enact these understandings in sound and socially just practice.  The redesign also capitalizes on our multifaceted partnerships with urban schools and community organizations.

ELEM Master's Program Update for 2017-2018 

ELEM Master's Course Sequence 2017-2018

Peabody Elementary Education Design Principles

The Peabody’s Masters Program in Elementary Education brings together talented and dedicated individuals from the United States and beyond, preparing them to teach children in grades K-5 and to continue to learn and grow throughout their careers.  Our program is designed around four educational principles that are grounded in theory, supported by research, and focused on practice:

Student thinking is the most important resource available to a teacher.  
Effective teachers pay attention to students’ emerging ideas and understandings, building and bridging from students’ initial thinking toward deeper and more sophisticated understandings of subject matter.  Through video assignments, practica and student teaching, elementary teacher candidates develop and refine their skills in eliciting, interpreting, building strategically from student reasoning to advance student learning in language arts, mathematics, science and social studies, as well as the arts.

Subject matter matters.
The subject areas that constitute the school curriculum are characterized by distinct forms of discourse, norms, and practices.  Subject specific foundations and methods courses help candidates unpack these elements, and develop the instructional vision and skills to foster children’s learning of literacy, numeracy and scientific thinking practices, along with more cross-cutting social-emotional and creative skills and dispositions.

Diversity is an asset, not a barrier.
In combining careful attention to learners’ sense-making and knowledge of subject matter, effective teachers capitalize on the variation in students’ academic, cultural, and linguistic experiences and skills to promote both individual and group learning. As they progress through our program, teacher candidates learn to design instructional tasks that have multiple points of entry, as well as to identify and build from productive points of difference in student reasoning that can support learning.

Learning to teach occurs continuously, in relation, in, and through practice. 
Learning to teach is a complex process that happens in interaction with students, colleagues, and others over time.  Such learning requires opportunity to act, space to reflect, so that one may draw connections between and among practical experience, defensible theory and sound research.   As teacher candidates grow increasingly skilled they take on increasing responsibility in their classrooms – becoming competent and trusted members of their school communities.