Overview: Masters in Elementary Education
A Master of Education (MEd) in Elementary Education degree from Grand Canyon University prepares you to work as an elementary or middle school teacher. Courses within this program focus on all aspects of elementary education from teaching strategies and assessment methods to working with diverse learners.
Graduates of this master’s in elementary education degree are capable of creating engaging classroom environments that support elementary and middle grade students and are able to analyze and solve current problems through research and practice. For those who do not desire to obtain a teacher license, visit our Master of Education in Elementary Education (Does Not Lead to Initial Teacher Licensure) program.
The Benefits of a Master’s Degree in Elementary Education
Students earning a master’s degree in elementary education from Grand Canyon University are making an investment in their future. According to the Bureau of Labor Statistics, elementary and middle school jobs are growing at a rate of seven to eight percent each year. This MEd in Elementary Education program helps working professionals make a career change into a field with big opportunities.
In addition, teachers with master's degrees find many benefits to having an advanced degree. These include:
- Receiving higher rates of pay than teachers with bachelor's degrees
- Being up-to-date on research and classroom practices
- Having access to university networks of educators
- Building an enhanced set of skills through professional development work
- Finding more opportunities for job growth
Earn Your Masters in Elementary Education Online at GCU
Working students can earn this degree online. The online masters in elementary education degree program at GCU ensures that anyone with a passion for education can take the steps to becoming an elementary or middle school teacher. With our master of elementary education degree, students with jobs, families or care-taking responsibilities can find balance between work, life and school.
The online master’s degree in Elementary Education at GCU allows students to:
- Continue working
- Take classes when it's convenient
- Learn from expert faculty with years of experience
- Participate in class activities from home
- Use technology that supports teacher growth
This online master’s in elementary education can lead to initial teacher licensure. In order to earn a teaching certificate, GCU students will need to complete practical field experience, as well as student-teaching work in person.
Advance Your Elementary Education Career
GCU Masters of Education in Elementary Education graduates participate in advanced coursework. The topics covered throughout the degree program prepare students for working with learners from intellectually and culturally diverse backgrounds. Some of the coursework from the online master’s degree in elementary education includes:
- Child and adolescent development and psychology
- Special education
- Classroom management and engagement
- Instructional planning
- Supporting English language learners
- Math, science, social studies and the arts
This coursework prepares GCU Masters of Education in Elementary Education degree grades might find rewarding work in elementary and middle school environments. Graduates with this degree might become:
- Curriculum specialists
- Department or grade-level chairs
GCU helps develop dedicated, quality teachers. If making a career change to education is something you have been considering for a while, now is the time. Join us for the MEd in Elementary Education Degree at GCU today.
Program Core Courses
Teacher candidates prepare for the graduate learning experience at Grand Canyon University by developing and strengthening the skills necessary to succeed as graduate students in the College of Education. Teacher candidates survey the philosophical, historical, and sociological influences upon which educational theories and practices are constructed and explore a variety of the common issues, trends, and opportunities that professional educators face in the field. Practicum/field experience hours: None. Fingerprint clearance not required.
Teacher candidates survey how children and early adolescents grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas while understanding the implications for designing and implementing developmentally appropriate and challenging learning experiences. This survey of the seminal concepts, principles, theories, and research related to development of children and young adolescents will allow teacher candidates to build foundational knowledge for constructing learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. Practicum/field experience hours: None. Fingerprint clearance not required.
Teacher candidates are introduced to the educational needs of students with mild to moderate disabilities and their families, including the definitions, characteristics, prevalence, causes and educational approaches to these disabilities and disorders. Teacher candidates will identify cognitive, linguistic, social and emotional patterns of learning and development for students with mild to moderate disabilities. Teacher candidates also survey the special education process involving the application of various laws and regulations. Practicum/field experience hours: 6. Fingerprint clearance not required.
Teacher candidates examine how to create environments that support individual and collaborative learning, encourage positive social interaction, active engagement in learning, and self- motivation. Teacher candidates build foundational knowledge regarding the importance of establishing and maintaining positive collaborative relationships with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth, and well-being of children. Practicum/field experience hours: 6. Fingerprint clearance required.
Teacher candidates examine how instructional planning supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of students and the community context. Teacher candidates analyze and integrate multiple methods of assessment that support student engagement, monitoring student progress, and guiding decision making. Assessment and instruction will support foundational knowledge regarding the importance of planning instruction based on knowledge of students, learning theory, connection across the curriculum, curricular goals, and community, with focused attention on formative and summative assessments. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: ELM-500.
Teacher candidates develop strategies to foster and support student autonomy in the classroom. Teacher candidates build knowledge and skills to promote self-directed learning and empower students to take control and set goals for their own learning outcomes. Teacher candidates design and plan a learning environment that allows active participation from students in their own learning, collaborative goal setting with students and other stakeholders, self-assessment of progress, reflective thinking, questioning with intention, and purposeful feedback. Practicum/field experience hours: 10. Fingerprint clearance required.
Candidates examine the United States Constitution, and the constitution of the State of Arizona. From this foundational review, candidates will explore application of the United States Constitution and the constitution of the State of Arizona in educational contexts. Practicum/field experience hours: 3. Fingerprint clearance not required.
Teacher candidates examine how to teach foundational skills to develop proficient readers with the capacity to comprehend texts across a range of texts and disciplines. Teacher candidates build additional knowledge regarding print concepts, phonological awareness, phonics and word recognition, and fluency to promote early literacy and independent readers. Practicum/field experience hours: 6. Fingerprint clearance required. Prerequisite: ELM-530 or ECS-501 or ELM-555.
In this course, teacher candidates continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English language learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Teacher candidates identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required.
Teacher candidates examine fundamental concepts of physical, life, earth/space sciences and health education. Teacher candidates build foundational knowledge on a variety of age-appropriate inquiry-based instructional strategies to teach science, to build student understanding of personal and social applications, to convey the nature of science, and student development for the practice of skills that contribute to good health. Practicum/field experience hours: 12. Fingerprint clearance required. Prerequisite: ELM-530 or ELM-555.
Teacher candidates examine a variety of instructional strategies to encourage learners to develop deep understanding of the major concepts and modes of inquiry from the integrated study of history, geography, the social sciences and other related areas. Teacher candidates build foundational knowledge on promoting elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Teacher candidates integrate the content, functions and achievements of the performing and visual arts as primary media for communication, inquiry and engagement among elementary students. Practicum/field experience hours: 12. Fingerprint clearance required. Prerequisite: ELM-530 or ELM-570.
Teacher candidates examine a variety of instructional strategies to encourage learners to develop deep understanding of the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability and to build skills to apply knowledge in meaningful ways. Teacher candidates build foundational knowledge on engaging problem solving, reasoning and proof, communication, connections and representations to help students successfully apply their developing skills to many different situations, materials, and ideas. Practicum/field experience hours: 12. Fingerprint clearance required. Prerequisite: ELM-530 or ELM-570.
Teacher candidates examine a variety of instructional strategies to encourage learners to develop deep understanding of reading, writing, and oral language and their connections, and to build skills to apply knowledge in meaningful ways. Teacher candidates build foundational knowledge on how to use the concepts from reading, language, and child development to teach reading, writing, speaking, viewing, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas. Practicum/field experience hours: 12. Fingerprint clearance required. Prerequisite: ELM-530 or ELM-570.
Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to support the creation of a Student Teaching Evaluation of Performance (STEP). Fingerprint clearance required. Fingerprint clearance required. Prerequisites: Successful completion of all courses in POS and content area; a 3.0 GPA; successful completion of NES or your state’s mandated content area exams; and approval and placement by the College of Education Office of Clinical Practice. All paperwork for student teaching must be submitted by the due date the semester prior to student teaching.
Online and Evening program disclosures (2.5 years)
* Please refer to the Academic Catalog for more information. Program subject to change.