Online Master of Arts in Elementary Teaching Degree

The Master of Arts in Elementary Teaching degree is designed for those who want to be elementary teachers but have bachelor’s degrees in non-education fields. By building a solid foundation in elementary education, you’ll earn a master’s degree and be prepared for a career of working with young learners.

Total cost at ACE

$10,500

(tuition + fees)

Applications due August 16 for August 19, 2019 Term

View Tuition Details

Key Features of Our Online Master of Arts Degree

  • Flexible: Study on your schedule. Our online format allows you to plan your coursework around your life.
  • Hands-on Learning: To help you transition to a career in teaching, you’ll complete field experiences/observations throughout the program and end with student teaching. This hands-on experience will make sure you’re ready to teach.
  • State-Approved: This program is approved to lead to an initial elementary generalist teacher license in Indiana.
  • Accelerated Completion: If you’ve completed the Certificate in Transition to Teaching in Elementary Education, you can apply those credits toward this degree and finish it faster.

For more information about this program, view the College Catalog. You can also ask questions anytime via chat.



Department Chair

Tiffany Hamlett, Ph.D.
Administrative Faculty and Chair,
Department of Teaching and Learning

Dr. Tiffany Hamlett has worked in higher education for eight years in various educational fields. Her background includes early childhood education, curriculum development, and research methods. In addition, she serves as a reviewer for Social Development and the Southern Early Childhood Association. She is particularly interested in studying developmentally appropriate practice, lifespan development, and constructivist teaching practices.


A Degree You Can Count On

We are, and have always been, regionally accredited by the Higher Learning Commission, a regional accreditation agency recognized by the U.S. Department of Education. This accreditation guarantees our programs meet certain levels of quality standards.   


A Note About Licensure:

Students who complete certificates that are approved to lead to licensure, endorsement, or certification may be subject to additional requirements for the receipt of initial licensure, endorsement, or certification in the state in which they intend to teach or administrate.

Students are strongly encouraged to check licensure requirements in the state in which they intend to teach or administrate to determine whether they are eligible for licensure, endorsement, or certification.

It is vitally important that students know and be continually aware of the requirements for licensure in their state. State licensing requirements and licensing agency information may be found here.

Tuition

M.A. in Elementary Teaching

Total Tuition

34 semester credits x $235 per credit

$7,990

Fees

$50 Application Fee

$1,360 Technology & Library Fee ($40 per credit)

$100 Program Conferral Fee

$1,000 Student Teaching Fee

$2,510

Total Program Cost*

$10,500

*This is an estimated value of the cost for tuition and fees. Amounts may vary depending on number of transfer credits applied to the selected program hours, the pace and satisfactory completion of the selected program credit hours, receipt of scholarship and/or grant amounts, and adjustments to tuition or fees as described in the Catalog Right to Modify Tuition section.

State of California Student Tuition Recovery Fund (STRF)

It is a state of California requirement that a student who pays his or her tuition is required to pay a state-imposed assessment for the Student Tuition Recovery Fund. For more information and to see if you must pay the state-imposed assessment for Student Tuition Recovery Fund (STRF) click here.

ACE General Admission Requirements

  • Complete and submit all application components including the admission application, including the enrollment agreement, and payment agreement.
  • Submit the nonrefundable application fee.*
  • Provide official transcripts from a regionally accredited institution indicating successful completion of the level of education required for entry to the program.**

*The application fee is valid for one year from date of submission.
**Additional evidence may be required to fulfill state requirements, including but not limited to verification of professional experience, test scores, or an interview.

Program Admission Requirements

M.A. in Elementary Teaching

Bachelor's or Highest Post-Baccalaureate degree earned
  • Minimum Grade Point Average cumulative 3.0 on a 4.0 Scale for full admission 
  • or 2.5 and, at least, 5 years of documented professional experience related to the content area in which the applicants seek licensure;
  • or both a Bachelor's degree from an accredited postsecondary educational institution and proof of passing state approved content area examination(s) in the subject area
  • Applicants must meet the following requirements:
    • Provide official test results* demonstrating achievement of the following scores on any of these nationally recognized tests:

      • ACT: Minimum Composite score of 24
      • GRE: Minimum Composite score of 301
      • SAT: Minimum Composite score of 1100
      • Scores on tests in different grading scales will be converted to match the present scoring methodology using appropriate converter tools.

        *Official results must include results in reading/verbal and math subtests.

     

    International Transcript Requirements

    All applicants must submit to the Admissions Office official, sealed college transcripts from each institution attended.

    • Transcripts that are international and/or not in English must be evaluated through an NACES-recommended agency.
    • Texas applicants may only submit evaluations from agencies approved by the Texas Education Agency.
    • International applicants must request the course-by-course evaluation. The evaluation report must show that the non-U.S. education is equivalent to the education/accreditation level required for the program.

    English as a Second Language Applicants

    All applicants whose first language is not English must demonstrate competence in the English language as demonstrated in one of three ways:

    1. Submission of an official transcript showing a degree from a United States secondary school or regionally accredited college/university.

    2. Submission of a transcript from a secondary school or college/university whose country uses English as a primary means of instruction, including, Canada, United Kingdom, Ireland, Australia, New Zealand.

    3. Submission of an official minimum score on the paper-based or internet-based TOEFL exam.
      • The minimum TOEFL score required for the paper-based Test (PBT) is 550, and for the internet-based (iBT) Test is 80.

      • Applicants to the Texas M.Ed. in Educational Leadership program must submit scores from the internet-based (iBT) TOEFL An overall score of 80, and a score of 26 on the speaking section is required.

      • The testing agency must send test scores directly to American College of Education.

    Admissions Appeal Process

    Applicants have the right to appeal admissions decisions. Begin the process by filling out the admissions appeal here.

    Courses

    Explore the classes you'll take to fulfill this program's 34 semester credit requirement. For more information, a complete list of requirements, and course options, see the College Catalog.

    Research Courses

    (3 semester credits)

    This course enables students to become informed consumers of research and to develop skills to prepare them to carry out action research in their professional organizations. An emphasis is placed on providing students with knowledge they can apply in determining whether particular research findings are relevant to their leadership and instructional practices and to distinguish between trustworthy and non-trustworthy research. The course places action research within the context of various types of research and examines research in terms of basic concepts and various purposes, methods, data, and paradigms. Emphasis is placed on how research can become a vital and relevant tool for professional practice.

    Literacy Courses

    (9 semester credits)

    This course enables classroom teachers, administrators, and other certified personnel to provide differentiated, inclusive, culturally relevant instruction for students whose native language is other than English. Students learn and practice evidence-based methods and strategies for reading, vocabulary, writing, listening and speaking, and grammar aligned to the Arizona English Language Proficiency (ELP) Standards. Targeted instruction and activities are provided on English Language Development (ELD), the Sheltered English Immersion (SEI) Program Model, language acquisition theories, language elements and domains, assessment, legal and historical foundations, Universal Design for Learning (UDL), diversity and cultural influences, and home-school connections. The five-week online course, facilitated by an appropriately credential instructor, features research-based articles, video presentations, discussion forums, application assignments incorporating ELD strategies to address ELP standards, and varied assessments. The course meets the 45-clock hour SEI endorsement requirement of the Arizona Department of Education Office of English Language Acquisition Services (OELAS).
    This course builds key concepts and principles related to phonemic awareness and phonics, shaping an emerging understanding of the connection between language and the written code. Essential components of effective reading instruction will be explored using a Response to Instruction (Rtl) model. Learners will analyze critical elements of emerging skills to foster the use of appropriate strategies across developmental stages, content areas, technology, and diversity issues in learning to read as they complete 5-10 hours of embedded field experiences.
    This course examines issues related to integrating reading skills to enhance fluency, vocabulary development, and comprehension in a variety of text structures and across content areas. A range of instructional strategies for assessment, intervention, and enrichment will be evaluated as to their effectiveness for supporting engagement and motivation in reading to learn. Key dimensions for the development of differentiated instruction will promote blending of resources from the school environment, community and abroad, including the use of technology. During the course, students complete 5-10 hours of embedded field experiences.
    This course considers how to develop an appreciation for the world beyond the classroom as found in writings and other literacies in relation to significant historical events and global perspectives. Principles and methods of inquiry to foster critical and creative thinking are utilized to explore methods for introducing genres and core ideas which have shaped regional, state, national, and global understanding from past eras to present day. Response to Instruction (RtI) procedures will engage strategies and methods appropriate for the delivery of English language arts and social studies through the use of differentiated instruction. Students also engage in 5-10 hours of field experiences.
    This course considers how to develop an appreciation for the world beyond the classroom as found in writings and other literacies in relation to significant historical events and global perspectives. Principles and methods of inquiry to foster critical and creative thinking are utilized to explore methods for introducing genres and core ideas which have shaped regional, state, national, and global understanding from past eras to present day. Response to Instruction (RtI) procedures will engage strategies and methods appropriate for the delivery of English language arts and social studies through the use of differentiated instruction. Students also engage in 5-10 hours of field experiences.

    Teaching/Learning Core Courses

    (13 semester credits)

    This introduction to the teaching field provides students a rich perspective on child development knowledge, observational strategies and skills, and ethics in education. Students increase their understanding and awareness of teacher roles and responsibilities in relation to the school climate and educational policy. The course also introduces students to the tools and technologies that they will need to successfully complete field experiences that are integrated throughout their coursework and the student teaching experience.  
    This course will focus on integrated curriculum for elementary teachers. Emphasis will be placed on content areas outside of the core elementary classroom content, including health and wellness, fine arts and technology. The course will address state and national standards in health and wellness, fine arts and technology as well as strategies to plan and implement activities that integrate these areas with instruction in core academic areas. Students will engage in 5-10 hours of field-based activities.  
    How can those within the community support the established teaching and learning goals set by the school? This course provides a foundation for developing relationships among stakeholders in the school community-students, school, parents, and the community at large-for the express goal of supporting student learning. In addition to examining research findings, students will explore family engagement, mutually beneficial community relationships, and student advocacy. The course culminates with a plan for continuing school improvement and professional growth.
    This course provides teachers methods for providing language and content instruction to second language learners. Students consider historical and current English as a second language (ESL) program models and second language acquisition theories, pedagogy, and methodology. Relevant federal, state, and local learning and assessment standards are reviewed and applied to their teaching. Students are guided in creating and presenting teaching units and lessons based on various methods, approaches, and techniques. Students discuss the selection, use, and evaluation of books, multimedia, technology, and other materials. Students examine the application of relevant learning and assessment standards to their teaching of second language learners.
    This course develops competencies in utilizing formative and summative assessment practices and data to inform and guide curriculum development and instruction. Classroom and school-based assessment tools provide teachers with the knowledge and skills required to meet the needs of diverse learners. Embracing assessment is the first step toward "data-based" decision-making in education.
    Student diversity impacts learning, the environment, and classroom behavior. This course examines the legal definitions, characteristics, prevalence, and educational adaptations for each primary category of exceptionality. Emphasis is placed on the accommodation and selective modification of curricula, materials, and procedures to meet the needs of diverse learners.
    The capstone experience provides an opportunity for students in the M.A.T. in Elementary Education program to demonstrate and document the impact of the knowledge and competencies gained throughout and as a result of the program. In the capstone experience, students select artifacts produced along with or as a result of course application assignments. These artifacts serve as the centerpiece of a culminating project that demonstrates competency in teaching.
    This course provides students with the opportunity to apply theory, pedagogy, and best practices in education to understanding the role of the elementary teacher. In this course, students participate in a 15-week (full time) practicum designed to provide the knowledge and experience necessary for teaching in the elementary classroom.  Through an application based learning environment students will apply the skills they have learned throughout their previous coursework and experience firsthand the issues facing schools and classrooms. Topics include educational foundations, philosophy of education, diversity, exceptional needs, classroom management, cultural competencies, as well as lesson planning, implementation and assessment. 

    Digital Learning and Teaching/Technology Courses

    (3 semester credits)

    This course examines the impact of technology on learning as well as how today's student navigates a media-rich world. Topics include the human-computer interface, technology and the brain, diffusion of innovations, and connectivity through social media. The course considers trends and issues in educational technologies as well as research into the effects of technology on society.

    Mathematics Courses

    (3 semester credits)

    This course provides a foundation for teaching mathematics to diverse elementary students. Students examine current standards in mathematics, as well as the process of aligning curriculum and lesson plans to standards. Students develop a toolkit of content-specific instruction and assessment strategies. Students demonstrate computational skills and understanding of fundamental concepts and processes of mathematics, including number systems and operations, algebraic thinking, measurement, geometry, and statistics and probability. The course includes 5-10 hours of embedded field experiences.

    Science Courses

    (3 semester credits)

    This course provides a foundation for teaching science to diverse elementary students. Students examine current standards in science, as well as the process of aligning curriculum and lesson plans to standards. Students develop a repertoire of content-specific instructional methods for planning, delivering, assessing, and remediating diverse elementary students understanding of the fundamental concepts and mastery of essential process skills associated with science, engineering, and technology. This course provides an integrated scientific inquiry approach using critical-thinking skills, literacy, and technology to explore social, cultural, and ethical aspects of science, including an investigation of the foundational concepts in the physical, Earth and space, and life sciences. Students apply their knowledge and skills in 5-10 hours of embedded field experiences.

    Assessment and Support Courses

    This course provides additional support, as needed, for students to successfully complete the first benchmark in the Elementary MAT/T2T. The assessment is the development and implementation of a lesson plan. Students must pass the benchmark to continue in the licensure track.
    This course provides additional support, as needed, for students to successfully complete the second benchmark in the Elementary MAT/T2T program. The assessment is a professional interview which is submitted as a video recording in response to a series of questions focused on professionalism and ethics for classroom teachers. Students must pass the benchmark to continue in the licensure track. 

    Non-Licensure Option

    Non-Licensure Option Track (for students no longer wishing to be licensed as a teacher. This will be taken instead of student teaching)

    This course provides students with the opportunity to apply theory, pedagogy, culture, and best practices in education to understand the role of the classroom teacher. Through an application-based learning environment, students gain knowledge of specific critical issues File Location: Provost>ACE Meeting Minutes> Curriculum and Assessment Committee 3 facing schools and classrooms. Topics include qualities of effective teachers, diversity, learning environments and professional environments.
    The capstone experience provides an opportunity for students in the M.A.T. in Elementary and Secondary Education programs to demonstrate and document the impact of the knowledge and competencies gained throughout and as a result of the program. In the capstone experience, students select artifacts produced along with or as a result of course application assignments. These artifacts serve as the centerpiece of a culminating project that demonstrates competency in educational practices.