Program Details

Master of Education in Elementary Education (Leads to Initial Teacher Licensure) Initial Program – Leads to Initial Teacher Licensure

Offered By: College of Education

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Total Program Credits & Course Length:

Total Program Credits: 47

Online: 6 weeks [ More Info ]

Transfer Credits:

Up to 12 credits or 1/3 of the total program requirements in transfer (whichever is less)

Program Tuition Rate:

Online: $530 per credit. [ More Info ]

As part of our commitment to keeping tuition rates competitive, GCU has kept campus tuition costs frozen since 2009. While the cost per credits are listed below, the average campus student pays only $8,600 per year* in tuition after institutional scholarships and grants. Speak with your university counselor for more information about estimating the costs of attending GCU.

Tuition	Credits	2018-19
Traditional Undergraduate	1-11	$687.50 per credit
Traditional Undergraduate	12-18 (block tuition)	$8,250 per semester
Traditional Undergraduate	19+ (semester rate +)	$8,250 + $687.50 per credit above 18 credits
Summer Traditional Undergraduate (Except pre-licensure nursing cohorts)*		$310 per credit

*Tuition rates for all courses beginning July 1, 2018

*No in-state/out-of-state rates

*Traditional campus undergraduate students taking courses in the online format will be charged the regular tuition rates.

*Traditional campus undergraduate students are required to take a minimum of nine (9) credits in the traditional campus format.

It is the policy of GCU to collect and remit sales, use, excise and/or gross receipts taxes in compliance with state and local taxing jurisdiction regulations, which require the university to remit tax where applicable. Regulations vary by student location. Payment of tax is ultimately the student's financial responsibility to the university regardless of financing arrangements. Per Hawaii requirements: It is hereby stated that students residing in the State of Hawaii will be charged Hawaii General Excise Tax on all transactions. Students living in the District of Oahu will be charged 4.712 percent. Students residing in other Hawaii districts will be charged 4.1666 percent.

*Fees subject to change.

GCU's non-traditional tuition rates are for students who are interested in pursuing an online degree program or taking evening classes. Speak with your university counselor to learn more about your opportunities for scholarships off tuition through GCU's educational alliances or to find out about options for continuing education for teachers.

Undergraduate Tuition	2018-19
Education Programs	$440 per credit
Theology Programs	$395 per credit
Applied Business Analytics / Applied Business Information Systems/ Business Information Systems/ Computer Programming / Information Technology Programs	$449 per credit
Business Administration with an Emphasis in Business Intelligence	$470 per credit
Online and Professional Studies (all programs other than those listed above)	$470 per credit
Active Duty and Active Reserve (online and professional studies)	$250 per credit

Graduate Tuition	2018-19
Education Programs	$530 per credit
Master of Divinity	$340 per credit
IT Programs	$505 per credit
Business Programs (Excludes Business Analytics / Information Systems and Technology Management)	$575 per credit
Nursing Programs	$500 per credit
Advanced Practice Nursing Programs	$670 per credit
Business Analytics / Information Systems and Technology Management Programs	$505 per credit
Online and Professional Studies (all programs other than those listed above)	$515 per credit
Active Duty and Active Reserve (online and professional studies)	$400 per credit
Doctoral Programs (includes DIS-966 through DIS-970)	$650 per credit
Doctoral Programs – Active Duty and Active Reserve (online and professional studies)	$617.50 per credit

Continuing Education (CTE) Tuition	2018-19
Online	$150 per credit

*Fees subject to change.

2018-19

Residence Hall Rates Students are required to carry at least a Canyon $1,350 meal plan.
Prescott / Camelback / Sedona / Chaparral / Saguaro / Ocotillo	Triple Occupancy	$3,550 per academic year
The Grove: Acacia / Ironwood / Juniper / Willow	Triple Occupancy	$3,550 per academic year
Cypress	Double Occupancy	$4,400 per academic year
Prescott / Camelback / Sedona / Chaparral / Saguaro / Ocotillo	Double Occupancy	$5,000 per academic year
The Grove: Acacia / Ironwood / Juniper / Willow	Double Occupancy	$5,000 per academic year

Apartment Rates Students are required to carry at least a Canyon $750 meal plan.
North Rim	Double Occupancy	$5,500 per academic year
North Rim	Single Occupancy	$6,000 per academic year
Papago Studio (two bedrooms, one bathroom, no kitchen or living room)	Single Occupancy	$5,500 per academic year
Papago / Agave / Roadrunner / Diamondback / Encanto (four bedrooms, two bathrooms, with kitchen and living room)	Single Occupancy	$6,100 per academic year

Summer Room Rates
Active student (actively enrolled in at least one course)		$1,200
Working student (on-campus job, but not taking courses)		$1,600

All residents (including all on-campus and remote housing residents) commit to housing reservations as an academic year-long lease (both fall and spring semesters) and are charged for housing by the academic year (both fall and spring semesters).
All housing charges, including room and board, are billed to the student's account.
For payment methods and deadlines contact your university counselor or student services counselor.
All rates include parking (summer only), rent, water, electricity, basic cable and Internet. Rates above DO NOT include tax.

Meal Plans Meal plans for 2017-18 are Dining Dollars only and do not include meal swipes.
Plans	Details	Price
Canyon $750 Dining Dollars	Exclusive to apartment residents or commuter students.	$1,500 per academic year
Canyon $1,350 Dining Dollars	Minimum requirement for residence hall residents.	$2,700 per academic year
Canyon $1,800 Dining Dollars		$3,500 per academic year
Canyon $2,100 Dining Dollars		$4,000 per academic year
Canyon $2,700 Dining Dollars		$5,100 per academic year

*Fees subject to change.

2018-19

Residence Hall Rates Students are required to carry at least a Canyon $1,350 meal plan.
Prescott / Camelback / Sedona / Chaparral / Saguaro / Ocotillo	Triple Occupancy	$3,550 per academic year
The Grove: Acacia / Ironwood / Juniper / Willow	Triple Occupancy	$3,550 per academic year
Canyon	Double Occupancy	$4,400 per academic year
Prescott / Camelback / Sedona / Chaparral / Saguaro / Ocotillo	Double Occupancy	$5,000 per academic year
The Grove: Acacia / Ironwood / Juniper / Willow	Double Occupancy	$5,000 per academic year

Apartment Rates Students are required to carry at least a Canyon $750 meal plan.
North Rim	Double Occupancy	$5,500 per academic year
North Rim	Single Occupancy	$6,000 per academic year
Papago Studio (two bedrooms, one bathroom, no kitchen or living room)	Single Occupancy	$5,500 per academic year
Papago / Agave / Roadrunner / Diamondback / Encanto / Jerome / Cactus (four bedrooms, two bathrooms, with kitchen and living room)	Single Occupancy	$6,100 per academic year

Summer Room Rates
Active student (actively enrolled in at least one course)		$1,200
Working student (on-campus job, but not taking courses)		$1,600

All residents (including all on-campus and remote housing residents) commit to housing reservations as an academic year-long lease (both fall and spring semesters) and are charged for housing by the academic year (both fall and spring semesters).
All housing charges, including room and board, are billed to the student's account.
For payment methods and deadlines contact your university counselor or student services counselor.
All rates include parking (summer only), rent, water, electricity, basic cable and Internet. Rates above DO NOT include tax.

Meal Plans Meal plans for 2018-19 are Dining Dollars only and do not include meal swipes.
Plans	Details	Price
Canyon $250 Dining Dollars	Exclusive to commuter students.	$500 per academic year
Canyon $750 Dining Dollars	Exclusive to apartment residents or commuter students.	$1,500 per academic year
Canyon $1,350 Dining Dollars	Minimum requirement for residence hall residents.	$2,700 per academic year
Canyon $1,800 Dining Dollars		$3,500 per academic year
Canyon $2,100 Dining Dollars		$4,000 per academic year
Canyon $2,700 Dining Dollars		$5,100 per academic year

*Fees subject to change.

Traditional On-Campus Fees

2018-19

Fees indicated are effective for all students enrolling for 2018-19 academic year. Please contact your university counselor with any questions.

Canyon Connect	Undergraduate courses	$95 per class
Registration Deposit	Non-refundable	$50
Student Activity Fee	Traditional undergraduate and graduate campus students (except those in the nursing pre-licensure program)	$275 per semester (excluding summer)
Colter Surface Parking (2018-19)	Green Lot - For campus residents only. Secure parking for student vehicles near or adjacent to campus. Limited spaces are available.	$50
Grove Garage Resident Parking (2018-19)	Red Lot - For Grove residents only. Covered parking for student vehicles near Willow, Acacia, Juniper and Ironwood residence halls.	$150 per academic year
29th Avenue Parking Garage (2018-19)	Black Lot - For campus residents only. Covered parking on the perimeter of campus on floors 2, 3, 4 and 5.	$150 per academic year
Halo Parking Garage (2018-19)	Purple Lot - For commuter students only. Covered parking on the perimeter of campus on floors 2, 3, 4 and 5.	$150 per academic year
Lot D – Formerly Missouri Avenue Surface Parking (2018-19)	Orange Lot - For commuter students only. Secure parking for student vehicles near or adjacent to campus.	$20 per academic year
Housing Application Fee	Traditional undergraduate campus students and non-refundable	$250
Housing Prepayment	Returning residents only and non-refundable	$200
Returned Check Fee	All returned checks	$25
Health Insurance		$2,439 per academic year
Transcript Fee		$5
Graduation Fee		$150
Health Fee		$70 per semester
Health Center Visit Fee		$25
Schedule Change Fee		$25
Late Payment Fee		$25
Global Studies Portfolio Fee		$90
Hospitality Management Premium		$100 per semester
Tennis Management Premium		$250 per semester
Golf Management Premium		$500 per semester
Computer Science, Computer Programming, Engineering and Information Technology Program Premium 2018-19		$800 per semester
Nursing Program Premium 2018-19 (effective summer 2018)	Pre-Licensure program	$1,000 per semester
Worship Arts Premium	Includes minors	$250 per semester
Special Course Fees		Refer to the University Policy Handbook

*Fees subject to change.

Non-Traditional Online and Evening Fees

2018-19

Fees indicated are effective for all students enrolling starting on July 1, 2018, unless otherwise specified.

Canyon Connect	Undergraduate courses	$95
Canyon Connect	Graduate courses	$105
Canyon Connect	Doctoral courses	$115
RN to BSN Program Course Material Fee	5-week courses with an NRS- prefix and HLT-362V	$120 per course
Course Material Fee	NUR-634	Refer to the University Policy Handbook
Learning Management Service Fee	New online and professional studies students	$400
Doctoral Residencies	Including MDiv	$795-$1,195 per Residency
Doctoral Programs	Dissertation continuation - optional zero-credit course	$500
Accordance Bible Software	New MDiv students only	$285
Credential Evaluation (International)	Basic evaluation	$175
Credential Evaluation (International)	Course-by-course evaluation	$250
Returned Check Fee	All returned checks	$25
Transcript Fee		$5
Graduation Fee		$150
Special Course Fees		Refer to the University Policy Handbook

*Fees subject to change.

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.

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
Literacy
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:

Teachers
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 Domains

Course List

The programs offered at Grand Canyon University may vary by content and course length. You are currently viewing the program version available in Arizona. For information about specific course content, credit length and VA approval in your state, please contact a counselor at 1-855-GCU-LOPE or click here to request more information.

Major:

47 credits

Total Degree Requirements:

47 credits

Program Core Courses

EDU-525: Foundations in Elementary Education Graduate Studies Total Credits: 3 credits

Course Description

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.

ELM-500: Child and Early Adolescent Development and Psychology Total Credits: 3 credits

Course Description

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.

SPD-500: Survey of Special Education: Mild to Moderate Disabilities Total Credits: 3 credits

Course Description

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.

ELM-510: Creating and Managing Engaging Learning Environments Total Credits: 3 credits

Course Description

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.

ELM-555: Instructional Planning and Assessment for Elementary Teacher Candidates Total Credits: 3 credits

Course Description

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.

ELM-535: Strategies for Student Engagement Total Credits: 3 credits

Course Description

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.

POS-500: U.S. and Arizona Constitutions for Teacher Candidates Total Credits: 3 credits

Course Description

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.

ELM-540: Foundational Literacy Skills Total Credits: 3 credits

Course Description

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.

ESL-533: Advanced Methodologies of SEI Total Credits: 3 credits

Course Description

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.

ELM-570: Methods and Strategies of Teaching and Integrating Science and Health Total Credits: 3 credits

Course Description

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.

ELM-550: Methods & Strategies of Teaching & Integrating Social Studies & the Arts Total Credits: 3 credits

Course Description

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.

ELM-560: Methods and Strategies of Teaching Mathematics Total Credits: 3 credits

Course Description

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.

ELM-580: Methods and Strategies of Teaching English Language Arts Total Credits: 3 credits

Course Description

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.

ELM-590: Student Teaching for Elementary Teacher Candidates Total Credits: 8 credits

Course Description

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.

Program Locations

Online

Pursue a next-generation education with an online degree from Grand Canyon University. Earn your degree with convenience and flexibility with online courses that let you study anytime, anywhere. GCU offers the most experienced leadership in delivering online degree programs. Full-time faculty members and fully trained adjunct instructors, equipped with strong academic backgrounds and practical experience in their fields, support you every step of the way. Designed with the career-oriented professional in mind, our online classes provide an intimate environment that stimulates engaging and challenging discussions. Choose from programs across our distinct colleges, in high-demand employment areas. Classes begin frequently.

Evening

Grand Canyon University’s evening programs cater to the demands of working professionals who prefer an in-person learning environment. Our night classes meet just once per week and offer the interaction and discussion of a typical college classroom. Night classes are designed for a specific number of students, providing a warm and nurturing environment that supports an engaging experience. In an evening cohort, you will progress through your degree program with the same career-minded classmates, providing an opportunity to network and forge relationships that go beyond the classroom. Classes begin frequently at various locations, including our main campus.

* Please note that this list may contain programs that are not presently offered as program availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program listed herein please first contact your University Counselor for the most current information regarding availability of the program.

* The Department of Education defines how an institution must calculate a program's On-Time Completion rate for federal disclosure purposes. The On-Time Completion rate is based on a program's published required number of months to complete all degree requirements as provided in the institution's catalog. Completion statistics are updated every January and are based on the cohort of students who started the program in the same year and then graduated within the published program length.

Online and Evening program disclosures (30 months) Additional Disclosures

Development, Learning and Motivation
- Design and modify instruction applying the major concepts, principles, theories, and research related to the cognitive, linguistic, social emotional, and physical development of children and young adolescents that supports the role of language and culture in learning, and readiness for learning across performance areas. [ACEI 1.0; InTASC 1(a), 1(e), 1(f), 1(g), 2(c), 2(d), 2(e), 2(g), 2(i), 2(j), 2(k), 2(o); MC2, MC3, MC5]
- Create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, differences, and needs, using instructional strategies that promote students’ learning and individual development, acquisition of knowledge, and motivation. [ACEI 1.0; InTASC 1(b), 1(d), 1(h), 1(i), 2(a), 2(b), 2(f), 2(g), 2(h), 2(l), 2(m), 2(n); MC2, MC3]
- Identify techniques to establish a learning environment that maintains learners’ attention by actively engaging students in managing resources of time and space, and fostering respectful ways of communication and safe interactions through the inclusion of expectations, values, and routines. [ACEI 1.0; InTASC 3(k), 3(d), 3(e), 3(f), 3(i), 3(l), 3(q); MC1, MC2]
- Promote responsible student use of active technologies to collaborate in positive face-to-face and virtual local and global environments through applying effective interpersonal communication skills. [ACEI 1.0; InTASC 3(b), 3(g), 3(h), 3(m), 3(n), 3(o); ISTE-T 4a, 4c; MC1, MC4, MC5]
Curriculum Content
- Incorporate English language arts concepts on reading, language and child development to design, deliver and evaluate instruction on reading, writing, speaking, viewing, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas. [ACEI 2.1; InTASC 4(b), 4(d); ISTE-T 1a; MC1, MC2]
- Use fundamental concepts of physical, life, and earth/space sciences to design and implement age-appropriate lessons, centered on the principles of scientific inquiry, to build student understanding for personal and social applications, and to convey the nature of science. [ACEI 2.2; InTASC 4(a), 4(f), 4(g), 5(c), 5(h); MC2]
- Design and implement instruction on the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability, incorporating problem solving, reasoning and proof, communication, connections, and representation. [ACEI 2.3; InTASC 4(c), 5(d), 5(f), 5(g), 5(i); MC2]
- Use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. [ACEI 2.4; InTASC 4(b), 4(m), 4(o), 4(p) 5(g); MC2, MC5]
- Use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students. [ACEI 2.5; InTASC 5(e), 5(n), 8(h), 8(m), 8(q); MC1, MC2]
- Use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. [ACEI 2.6; InTASC 5(j); MC2]
- Use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students. [ACEI 2.7; MC2]
Instruction
- Plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. [ACEI 3.1; InTASC 7(a), 7(c), 7(g), 7(h), 7(i); MC2, MC4]
- Create instructional opportunities that are adapted to diverse students, based on an understanding of how elementary students differ in their development and approaches to learning. [ACEI 3.2; InTASC 7(b), 7(d), 7(j),7(q), 8(a), 8(j), 8(k), 8(p); ISTE-T 2c; 4d; MC2, MC3, MC5]
- Use a variety of teaching strategies and technologies that encourage elementary students’ development of critical thinking and problem solving. [ACEI 3.3; InTASC 7(k), 8(e), 8(f), 8(l), 8(r); ISTE-T 1b, 2a, 3a; MC2]
- Use their knowledge and understanding of individual and group motivation and behavior among students at the 1-8 level to create opportunities for students' active engagement in learning, self-motivation, and positive social interaction. [ACEI 3.4; InTASC 7(n); ISTE-T 1c, 2b; MC2, MC4]
- Use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom. [ACEI 3.5; InTASC 8(g), 8(i), 8(h), 8(m); ISTE-T 1b,1d; MC1, MC2]
- Collaboratively plan short and long term range goals utilizing professionals with specialized expertise to meet individual student needs and enhance learning. [ACEI 3.2; InTASC 7(e), 7(f), 7(o), 7(p); MC2, MC4]
Assessment
- Use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development for students’ individual needs and employ technological resources to engage students and support assessment practices. [ACEI 4.0; InTASC 6(a), 6(b), 6(e), 6(g), 6(i), 6(j), 6(k), 6(p), 6(u); ISTE-T 2d, 3d; MC1, MC2, MC5]
- Examine performance data to guide and engage students in their own thinking and learning, and to inform instructional planning based on identified learning gaps and patterns. [ACEI 4.0; InTASC 6(c), 6(f), 6(l), 7(l); MC2]
- Continuously monitor student progress to provide effective descriptive feedback, and collaboratively establish learning goals, assisting students in identifying quality work and analyzing their own assessment results. [ACEI 4.0; InTASC 6(d), 6(m), 6(n), 6 (q), 6(s); MC1, MC2]
Professionalism
- Reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning in order to improve student learning. [ACEI 5.0; InTASC 9(l), 9(o); MC2, MC4]
- Continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally and align practices with laws related to educational equity. [ACEI 5.1; InTASC 9(a), 9(b), 9(c), 9(d), 9(e), 9(j), 9(k); ISTE-T 4b, 4d, 5a, 5c; MC2, MC3, MC5]
- Establish and maintain positive collaborative relationships with families, school colleagues, other professionals, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children. [ACEI 5.2; InTASC 1(c), 1(k), 1(j), 10(a), 10(b), 10(d), 10(e), 10(f), 10(i), 10(j), 10(k), 10(n), 10(o), 10(q), 10(r); ISTE-T 3b, 3c, 5b, 5d; MC1, MC5]

* Please refer to the Academic Catalog for more information. Program subject to change.

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Master of Education in Elementary Education (Leads to Initial Teacher Licensure) Initial Program – Leads to Initial Teacher Licensure

Traditional On-Campus Tuition

Non-Traditional Tuition (Online and Evening Students)

Housing and Meal Costs

2018-19

2018-19

Other Fees

Traditional On-Campus Fees

2018-19

Non-Traditional Online and Evening Fees

2018-19

Overview: Masters in Elementary Education

The Benefits of a Master’s Degree in Elementary Education

Earn Your Masters in Elementary Education Online at GCU

Advance Your Elementary Education Career

Course List

Program Core Courses

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Program Locations

Online

Evening

Additional Program Disclosures

Program Domains