Is an MEd in Elementary Education worth it?

A career education elementary students may be a rewarding and fulfilling path for many. For those who already possess a teaching license, this non-licensure program may be the additional education they seek to position themselves to take their career to the next level. This career path expects stable job growth as well. The U.S. Bureau of Labor Statistics Occupational Outlook Handbook estimates job growth for kindergarten and elementary school teachers to increase by about 4% from 2021 to 2031, as fast as average, accounting for an estimated increase of 60,200 jobs in the field.1

How long does it take to earn your master’s in elementary education?

This elementary education non-licensure program requires a total of 39 credits for completion. When completing your program online, classes are typically each six weeks in length. For a more complete timeline on program completion, fill out the form on this page to get in touch with a university counselor.

Online Master’s in Elementary Education Degree (Non-Licensure)

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Degree Level

Master's

Class Setting

Online

Area of Study

Teaching

Program

MEd in Elementary Education (Non-Licensure)

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Country

United States

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Overview

Study Advanced Instructional Methods for Elementary Education

Enhance and refresh your knowledge in leading in the elementary and middle school classroom with the Master of Education (MEd) in Elementary Education program. This elementary education program, offered by Grand Canyon University’s College of Education, is designed to teach licensed teaching professionals how to refine instructional methods and expand their understanding of advanced content. The master’s in elementary education curriculum aims to cultivate educators who are well-informed and prepared to meet the diverse needs of both traditional and nontraditional school settings.

Master of Education in Elementary Education (Does Not Lead to Initial Teacher Licensure)

Initial Program – Does Not Lead to Initial Teacher Licensure

Offered By

College of Education

Class Settings

Online

Tuition Rate

Online: $615 per credit [More Info]

Cost of Attendance

Course Information

Credits: 39

Campus: 6 weeks

Online: 6 weeks

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Transfer Credits

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

Credits: Fill out the Lopes Eval to find out what will transfer

Admission Requirements

Admission Requirements (Master's)

Undergraduate Degree*
2.8+ GPA

OR 2.5+ Unweighted GPA and

GMAT: 500
GRE: 300 combined**

Admission requirements may differ based on degree level, program and modality, or transfer status. Some programs of study may require a higher GPA and/or other qualifying criteria for admission. Please review full admission and program requirements in the University Policy Handbook.
* Degree must be from an accredited college or program that has been approved by GCU.
** Combined verbal/quantitative, after August 2011 (1,000 combined verbal and quantitative, prior to August 2011).

Why GCU

Benefits of Pursuing Your Master's in Elementary Education From GCU

In the Master of Education in Elementary Education program, you review prescribed lesson strategies and assess classroom and individual plans to improve student outcomes. Through advanced research, you can propose solutions to current issues in education, such as student literacy and teaching English language learners. Observational practicums integrated into your program enhance your ability to teach and lead culturally and intellectually diverse kindergarten through eighth-grade classrooms.

By earning your degree from the College of Education at GCU, you are taking courses from a curriculum structured with a Christian worldview. This means that your lessons are thoughtful, intentional and engaging. This also allows you to instill principles of your faith through your work in the classroom, such as in your practicum/field experiences and student teaching.

Coursework

Topics Covered in the MEd in Elementary Education Program

The MEd in Elementary Education degree intertwines evidence-based theory with advanced teaching methods to improve learning. You will also be taught to evaluate instructional strategies for multiple content areas to develop a heightened understanding of a comprehensive education.

These areas include:

Structured English Emersion

English Language Arts

Social studies

Math and science

Develop Valuable Skills for Teaching Elementary Students

Throughout this MEd in Elementary Education degree program, you review the following topics:

Principles, theories and research related to child and young adolescent development
Using collaboration to increase instructional effectiveness and student learning
Developing and managing engaging and equitable classroom environments
Creating a foundation of literacy skills
Planning instruction to meet diverse student needs and abilities
Integrating multiple content areas into instructional activities

You can also look forward to completing observational and practice-based experiences.

Careers

Career Paths for Master’s in Elementary Education Graduates

As a graduate of this master’s in elementary education degree program, you will have been taught the skills and the knowledge to position yourself to serve as an effective educator. Graduates may go on to pursue elementary education teaching positions within public, private and alternative educational settings.

FAQ

Master’s in Elementary Education Degree FAQs

Read through some of the most frequently asked questions to learn more about earning your elementary education master’s degree.

You may find a career in elementary education to be rewarding and fulfilling. However, if a candidate already holds a certification in the same degree area, the non-initial licensure versions of initial licensure programs are not appropriate for practicing teachers looking to further their career, knowledge or skills as they already hold a certification in the area covered by the program.

For those seeking a career in the field of kindergarten and elementary school teaching, this evolving and potentially rewarding career path may be worth your time and investment. The U.S. Bureau of Labor Statistics estimates around 109,000 jobs for kindergarten and elementary school teachers to open each year from 2022 to 2032.¹

Further, as parents and educators advocate for reduced class sizes, maintaining a consistent number of classes may necessitate an increased need for teachers in these schools.¹

Master’s-level programs are designed to challenge you to deepen your previous knowledge of your field by teaching you more advanced concepts and useful skills that can be applied to your career. This program builds on your previous knowledge and allows you to apply your studies while working in the classroom. If you identify the areas that you find challenging, you can focus your energy on improving your weaknesses and prepare to excel in the program.

You must have a previous bachelor’s degree to be eligible for the MEd in Elementary Education program. To determine your eligibility and view more information on other GCU admissions requirements, visit our graduate admission requirements page.

Courses

Course List

Credit Summary

Major39 credits

Degree Requirements39 credits

Core Courses

EDU-525

3 Total 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

3 Total 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.

POS-501

3 Total Credits

SPD-508

3 Total 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: None. Fingerprint clearance not required.

ELM-515

3 Total Credits

Course Description

Teacher candidates examine how to create and manage safe environments that encourage and support individual and collaborative learning, positive social interaction, active engagement in learning, self-motivation, and high expectations for all learners. Teacher candidates build foundational knowledge regarding the importance of establishing and maintaining equitable and positive collaborative relationships with families, school colleagues, and agencies in the larger community to advocate for and promote the intellectual, social, emotional, physical growth, and well-being of children. Practicum/field experience hours: 15. Fingerprint clearance required.

ELM-555

3 Total 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, monitor student progress, and guide 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.

ESL-540

3 Total Credits

Course Description

In this course, teacher candidates examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion (SEI) 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. Through Universal Design for Learning they plan, deliver, and evaluate standards-based instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required.

ELM-545

3 Total 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. With this foundational knowledge, the science surrounding reading instruction is explored and put into practice. Practicum/field experience hours: 8. Fingerprint clearance required. Prerequisite: ECS-501 or ELM-555 or approved enrollment in the Graduate Certificate of Completion Canyon L.E.A.P. to Teach, Elementary Education.

ELM-580

3 Total Credits

Course Description

Teacher candidates examine a variety of instructional strategies to encourage learners to develop deep understanding of reading, writing, oral language, and their connections to build skills and 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, content, and ideas. Practicum/field experience hours: 12. Fingerprint clearance required. Prerequisite: ELM-555.

ELM-526

3 Total Credits

Course Description

Teacher candidates develop strategies for literacy intervention and remediation to foster and support student autonomy in the classroom. Teacher candidates build knowledge and skills to plan literacy supports in all content areas, 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: 8. Fingerprint clearance required. Prerequisite: ELM-545.

ELM-570

3 Total 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-555.

ELM-560

3 Total Credits

Course Description

Teacher candidates examine a variety of instructional strategies to encourage learners to develop conceptual understanding of the major concepts and procedures that define counting and cardinality, number and operations in base 10, fractions, algebra, geometry, measurement, ratios and proportional relationships, and probability and to build skills to apply mathematics in meaningful ways. Teacher candidates build foundational knowledge on engaging problem solving, mathematical modeling and discourse, and opportunities to identify patterns and structures that repeat to help students successfully apply their developing skills to different situations, content, and ideas. Practicum/field experience hours: 12. Fingerprint clearance required. Prerequisite: ELM-555.

ELM-550

3 Total 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-555.

GCU cannot and will not promise job placement, a job, graduate school placement, transfer of GCU program credits to another institution, promotion, salary, or salary increase. Please see the Career Services Policy in the University Policy Handbook.
Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
Please refer to the Academic Catalog for more information. Programs or courses subject to change

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If you are seeking licensure/certification, please refer to the Accreditation and Compliance/State disclosures link for the specific program of interest’s website for your location and/or employment state licensure requirements, per 34 CFR 668.14(b)32 and 668.43(c).

¹ COVID-19 has adversely affected the global economy and data from 2020 and 2021 may be atypical compared to prior years. The pandemic may impact the predicted future workforce outcomes indicated by the U.S. Bureau of Labor Statistics as well. Accordingly, data shown is effective September 2023, which can be found here: U.S. Bureau of Labor Statistics, Occupational Outlook Handbook, Kindergarten and Elementary School Teachers, retrieved on Oct. 17, 2023.