College of Education2020-2021
Department of Teaching and Learning
Elementary Education - Reading K-8, Master of Education
This program offers advanced courses in teaching methods, curriculum, and related areas and is appropriate if you wish to enhance your teaching skills for grades K-8. This plan is not intended to provide grades K-8 teacher certification nor does it provide an institutional recommendation for teacher certification.
This program is nationally recognized by the International Literacy Association (ILA).
This program is accredited by the Council for the Accreditation of Educator Preparation (CAEP).
What Can I Do with a Master of Education in Elementary Education - Reading, K-8?
If you’re craving interaction with fellow teachers and mentors in Elementary Education, consider taking coursework for continuing professionals. In the master’s program, you’ll advance your skills in K-8 education and emerge with the promise that you’ll be even more adept at shaping the character and future of all the children in your classroom.
Here, you’ll focus on curriculum design and development, teaching methods, and application of strategies in your classroom that will help you reach all your students. Please note that this degree program does not lead to state certification in Arizona.
To receive a master’s degree at Northern Arizona University, you must complete a planned group of courses from one or more subject areas, consisting of at least 30 units of graduate-level courses. (Many master’s degree programs require more than 30 units.)
You must additionally complete:
- All requirements for your specific academic plan(s). This may include a thesis.
- All graduate work with a cumulative grade point average of at least 3.0.
- All work toward the master’s degree must be completed within six consecutive years. The six years begins with the semester and year of admission to the program.
In addition to University Requirements:
- Complete individual plan requirements.
Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, and professional knowledge to be eligible to graduate from this program. In addition to course grades, content, pedagogical, and professional knowledge or skills are demonstrated through candidate performance on key assessments embedded in the following course(s):
|Minimum Units for Completion||30|
|Additional Admission Requirements||Additional admission requirements over and above admission to NAU are recommended.
May prepare student for Arizona Endorsement.
|Some online/blended coursework||Required|
|Progression Plan Link||View Program of Study|
The MEd Elementary Education Reading K-8 degree program provides students with the necessary framework for augmenting knowledge and skills related to teaching K through 8th grades. This degree offers students, typically practicing teachers, the opportunity to enhance their content, pedagogical, and professional knowledge emphasizing current research. Students have the opportunity to pursue advanced courses in curriculum and instruction, educational psychology, educational foundations, and educational research. This degree program is intended to prepare students for the K-8 Reading Endorsement through the Arizona Department of Education.
Throughout the program, students demonstrate outcomes aligned to the elementary standards of the Council for the Accreditation of Educator Preparation (CAEP). In addition, this program is aligned with the Standards for the Preparation of Literacy Professionals through the International Literacy Association. Students who complete this program will have a deeper and broader understanding of teaching and learning opening up continued opportunities in teaching, as well as other venues where teaching skills, knowledge, and dispositions are valued such as agencies and non-profits.
Student Learning Outcomes
CAEP K-6 Elementary Teacher Preparation Standards
Standard 1 – Understanding and Addressing Each Child’s Developmental and Learning Needs
Candidates use their understanding of child growth and development, individual differences, and diverse families, cultures and communities to plan and implement inclusive learning environments that provide each child with equitable access to high quality learning experiences that engage and create learning opportunities for them to meet high standards. They work collaboratively with families to gain a holistic perspective on children’s strengths and needs and how to motivate their learning.
Standard 2 – Understanding and Applying Content and Curricular Knowledge for Teaching
Candidates demonstrate and apply understandings of major concepts, skills, and practices, as they interpret disciplinary curricular standards and related expectations within and across literacy, mathematics, science, and social studies.
Standard 3 – Assessing, Planning, and Designing Contexts for Learning
Candidates assess students, plan instruction and design classroom contexts for learning. Candidates use formative and summative assessment to monitor students’ learning and guide instruction. Candidates plan learning activities to promote a full range of competencies for each student. They differentiate instructional materials and activities to address learners’ diversity. Candidates foster engagement in learning by establishing and maintaining social norms for classrooms. They build interpersonal relationships with students that generate motivation and promote students social and emotional development.
Standard 4 – Supporting Each Child’s Learning Using Effective Instruction
Candidates make informed decisions about instruction guided by knowledge of children and assessment of children’s learning that result in the use of a variety of effective instructional practices that employ print, and digital appropriate resources. Instruction is delivered using a cohesive sequence of lessons and employing effective instructional practices. Candidates use explicit instruction and effective feedback as appropriate, and use whole class discussions to support and enhance children’s learning. Candidates use flexible grouping arrangements, including small group and individual instruction to support effective instruction and improved learning for every child.
Standard 5- Developing as a Professional
Candidates promote learning and development of every child through participation in collaborative learning environments, reflective self-study and professional learning, and involvement in their professional community.
International Literacy Association Standards for the Preparation of Literacy Professionals
1: Foundational Knowledge
Candidates demonstrate knowledge of the theoretical, historical, and evidence-based foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools.
2: Curriculum and Instruction
Candidates use foundational knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all learners.
3: Assessment and Evaluation
Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders.
4: Diversity and Equity
Candidates demonstrate knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students' identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
5: Learners and the Literacy Environment
Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.
6: Professional Learning and Leadership
Candidates recognize the importance of, participate in, and facilitate ongoing professional learning as part of career-long leadership roles and responsibilities.
7: Practicum/Clinical Experiences (for specialized literacy professionals only).
Candidates apply theory and best practice in multiple supervised practicum/clinical experiences
Additional Admission Requirements
- Admission requirements over and above admission to NAU are required.
- NAU Graduate Online application is required for all programs. Details on admission requirements are included in the online application.
- Undergraduate degree from a regionally accredited institution
- Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent.
- Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
- For details on graduate admission policies, please visit the Graduate Admissions Policy
- International applicants have additional admission requirements. Please see the International Graduate Admissions Policy
Individual program admission requirements include:
- IVP Fingerprint clearance card
- Teaching certificate (if the applicant has one)
This Master’s degree requires 30 units distributed as follows:
- Common Course Requirements: 12 units
- Reading K-8 coursework: 18 units
Common Course Requirements (12 units):
Reading K-8 Coursework (18 units):
Please be aware that at least fifty percent of your courses must be at the 600-level or above.
Courses are offered online Fall, Spring, and Summer.
This degree is not available to students pursuing the Elementary Education M.Ed.
Be aware that Arizona state endorsement requirements may change at any time, and may impact program of study requirements.
Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor.
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