Elementary Education - Certification, Master of Education
Department of Teaching and Learning
College of Education
We designed this academic plan to deepen your knowledge of issues and current research on best practices in the field, while preparing you to be a teacher in grades K-8.Preparing skilled teachers has been a part of NAU's heritage from its earliest years. Those who earn this degree will be ready to contribute to this essential part of community and country-the education of young people, the breath of the future.
This program is nationally recognized by the Academic Credentials Evaluation Institute, Inc.
This program is accredited by the National Council for Accreditation of Teacher Education (NCATE).
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 degree must be completed within six consecutive years. The six years begins with the semester and year of admission to the program.
Read the full policy here.
In addition to University Requirements:
- Complete individual plan requirements.
Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements.
Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s):
|Minimum Units for Completion||46|
|Additional Admission Requirements||
Individual program admission requirements over and above admission to NAU are required.
Prepares student for Arizona Certification and/or Endorsement.
|Student Teaching/Supervised Teaching||Student Teaching/Supervised Teaching is required.
|Progression Plan Link||View Program of Study|
Student Learning Outcomes
Outcomes align with Standards from the Council for the Accreditation of Educator Preparation (CAEP), the Association for Childhood Education International (ACEI), and the Interstate New Teacher Assessment and Support Consortium (InTASC).
Development, Learning and Motivation: Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
- Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use 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;
- Science—Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science;
- Mathematics—Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation;
- Social studies—Candidates know, understand, and 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;
- The arts—Candidates know, understand, and 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;
- Health education—Candidates know, understand, and 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;
- Physical education—Candidates know, understand, and 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.
- Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community;
- Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;
- Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving;
- Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments;
- Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.
Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
- Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they 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.
- Collaboration with families, colleagues, and community agencies—Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.
Additional Admission Requirements
Individual program admission requirements over and above admission to NAU are required.
The NAU graduate online application is required for all programs. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
Admission requirements include the following:
- Undergraduate degree from a regionally accredited institution with a 3.0 GPA on a 4.0 scale ("A" = 4.0), or the equivalent.
Visit the NAU Graduate Admissions website for additional information about graduate school application deadlines, eligibility for study, and admissions policies.
Ready to apply? Begin your application now.
International applicants have additional admission requirements. Please see the International Graduate Admissions Policy.
- Prerequisites (completed prior to enrolling in the program)
- ENG 101 & ENG 102, or ENG 105 (or equivalent) with a minimum cumulative English GPA of 3.0, 2. College Algebra or an approved math course with a minimum grade of C
- IVP Fingerprint Clearance Card
- Privacy forms
Take the following 46 units:
- ECI 570 (1 unit)
- BME 500 and BME 631 (6 units)
- ECI 571, ECI 572, ECI 573, ECI 574, ECI 575 (18 units)
- ESE 548 (3 units)
- ECI 576 and ECI 577* (12 units)
Note: Before student teaching admission to Elem Ed-Certification (MEd), a passing score on the NES Content Knowledge Test is required. In addition, if student teaching in Middle School, a passing score on the NES Subject Matter Test is required.
In addition to earning a Master’s degree, this plan meets the Arizona requirements for K-8 teacher certification and provides an institutional recommendation that you can use to obtain K-8 teacher certification in Arizona.
This degree is considered a terminal degree; you cannot apply it toward a doctoral degree.
Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.