Master of Arts
in Elementary Teaching

The Master of Arts in Elementary Teaching (M.A.T.)  is designed for individuals who hold a bachelor’s degree in a field other than education and decide to become teachers. The program is not designed for teachers who already have initial teacher certification, other than those graduate students who have completed a Transition to Teaching (T2T) program.

The MAT program leads to initial K-6 teacher certification in Indiana. Candidates gain understanding of child development as they learn and apply instructional and assessment strategies to improve achievement of elementary students’ achievement in reading, mathematics, social studies, and science.

The Transition to Teaching (T2T) program in Elementary Education prepares candidates to manage K-6 classrooms and meet the needs of elementary students. Candidates research best practices and ways to guide their students toward success. Candidates master the foundations of literacy, learn how to integrate digital technology into their instruction, and enter the classroom with student teaching experience. The graduate certificate program leads to an initial elementary generalist teacher license in Indiana.

Students who do not reside in Indiana should determine requirements for applying the Indiana initial license for teacher licensure in their state of residence. All courses in this program can be applied to a Master of Arts in Elementary Teaching at American College of Education.

Total cost at ACE

$9,990 (tuition + fees)

Tuition Details

Applications due August 17 for August 20, 2018 Term

Goals & Objectives

  • Learn to assess the needs of students in K-8 classrooms

  • Learn to tailor your instruction to provide students with different avenues to learning

  • Collaborate with others to establish a well-organized, positive learning environment that supports the development of leadership skills and  improves student achievement
Review official program outcomes in the Catalog.

"Earning a master’s degree from ACE provides me eligibility for new teacher mentorship positions. My degree from ACE affords me the opportunity to effect change."

- Donna Patten

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A Note About Licensure

The M.A.T. and T2T programs are approved by the Indiana Department of Education for an initial teacher license. In addition to completion of the M.A.T. or T2T, Indiana has other teacher licensing requirements, including but not limited to CPR training and suicide prevention training.

All graduates must first obtain an initial teaching license in Indiana before applying for a teacher license in their own state. However, states may have additional licensure requirements. Students are solely responsible for determining whether they are eligible for initial licensure in the state in which they intend to teach. It is vitally important that students know before enrolling and be continually aware of their own state licensure requirements.

Data Sheet

Click here for a printable PDF Data Sheet for this program.

Course Preview

Mathematics Instruction for Elementary Teacher Preparation

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.

Emerging Literacy for Elementary Teacher Preparation

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.


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.


Related Programs

Explore other programs related to ACE’s M.A. in Elementary Teaching.

M.A. in Secondary Teaching

The Master of Arts in Secondary Teaching is designed for individuals who hold a bachelor’s degree in a field other than education and who decide to become secondary teachers. The program is not designed for teachers who already have initial teacher certification, other than those graduate students who have completed a Transition to Teaching (T2T) program. The M.A.T. program leads to secondary teacher certification in Indiana. Candidates gain understanding of adolescent development as they learn and apply instructional and assessment strategies to improve achievement of secondary students’ in content specific areas.

The Transition to Teaching (T2T) program in Secondary Education prepares candidates to meet the changing needs of today’s grade 5-12 adolescent students. Candidates learn how to structure core content classes, utilize best practices, incorporate digital tools into the learning environment, and differentiate instruction for diverse learners. The graduate certificate program leads to an initial secondary teacher license in Indiana. Students who do not reside in Indiana should determine requirements for applying the Indiana initial license for teacher licensure in their state of residence. All courses in this program can be applied to a Master of Arts in Teaching-Secondary at American College of Education.

34

Semester Credits

View Details

Certificate in Transition to Teaching in Secondary Education

The Transition to Teaching (T2T) in Secondary Education Certificate prepares candidates to meet the changing needs of today’s grade 5-12 adolescent students. Candidates learn how to structure core content classes, utilize best practices, incorporate digital tools into the learning environment, and differentiate instruction for diverse learners. The graduate certificate program leads to an initial secondary teacher license in Indiana. Students who do not reside in Indiana should determine requirements for applying the Indiana initial license for teacher licensure in their state of residence. All courses in this program can be applied to a Master of Arts in Secondary Teaching at American College of Education.

18

Semester Credits

View Details

Certificate in Transition to Teaching in Elementary Education

The Transition to Teaching (T2T) program in Elementary Education prepares candidates to manage K-6 classrooms and meet the needs of elementary students. Candidates research best practices and ways to guide their students toward success. Candidates master the foundations of literacy, learn how to integrate digital technology into their instruction, and enter the classroom with student teaching experience. The graduate certificate program leads to an initial elementary generalist teacher license in Indiana. Students who do not reside in Indiana should determine requirements for applying the Indiana initial license for teacher licensure in their state of residence. All courses in this program can be applied to a Master of Arts in Elementary Teaching at American College of Education. 

24

Semester Credits

View Details

A Note About Licensure

Graduates of programs which 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 solely responsible for determining whether they are eligible for licensure in the state in which they intend to teach or administrate. It is vitally important that students know and be continually aware of the requirements for licensure in their state.

Tuition

M.A. in Elementary Teaching

Total Tuition

34 semester credits x $235 per credit

$7,990

Fees

$50 Application Fee

$850 Technology & Library Fee ($25 per credit)

$100 Program Conferral Fee

$1,000 Student Teaching Fee

$2,000

Total Program Cost*

$9,990

*This is an estimate value of the cost for tuition and fees. Amounts may vary depending on the program selected, state of residence, 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.

A Note About Licensure

The M.A.T. and T2T programs are approved by the Indiana Department of Education for an initial teacher license. In addition to completion of the M.A.T. or T2T, Indiana has other teacher licensing requirements, including but not limited to CPR training and suicide prevention training.

All graduates must first obtain an initial teaching license in Indiana before applying for a teacher license in their own state. However, states may have additional licensure requirements. Students are solely responsible for determining whether they are eligible for initial licensure in the state in which they intend to teach. It is vitally important that students know before enrolling and be continually aware of their own state licensure requirements.

Data Sheet

Click here for a printable PDF Data Sheet for this program.

ACE General Admission Requirements

  • Complete and submit all application components including the Admission Application, Enrollment Agreement, and Payment Agreement.
  • Submit a 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 a U.S. bachelor's degree to be considered for admission.

    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 to the Office of Academic Dean.

    Courses

    The following courses are required for this program, however may not represent our complete list of requirements. For detailed course and program descriptions, see the catalog.

    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.

    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.

    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 EDTT 5161 Student Teaching Experience.

    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 10-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.

    How can those within the community support the established instructional 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.

    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 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 prepares students to implement a school-wide leadership initiative to improve a comprehensive range of literacy skills. Specific principles and theories of emerging and developmental reading instruction are evaluated in relation to currently employed practice so teachers can immediately strengthen instruction. Students examine the scientific research base underlying different models of reading instruction. Special attention is given to curriculum mapping, alignment, and the development of an implementation plan to strengthen literacy. Five to 10 hours of embedded field experiences are included in the course.

    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.

    This course enables students to become informed consumers of educational research and to develop skills that prepare them to carry out action research in their schools and classrooms. An emphasis is placed on providing students with knowledge that 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 basic concepts and various purposes, methods, data, and paradigms. Emphasis is placed on how research can become a vital and relevant tool for teachers and school leaders.

    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.