Elementary Education (MEd)
The MEd in Elementary Education is designed for individuals looking to make a difference in the lives of children.
The program is designed for maximum flexibility to complete coursework on your schedule with courses offered in the evening using a hybrid format, allowing you to keep working while pursuing your degree.
In this program, you will focus on inclusive education and develop pedagogical and advocacy skills to promote equity and social justice for all learners in your classroom. Graduates receive a Professional Educator License (PEL) with elementary and ESL endorsements with the potential to add bilingual, learning behavior specialist (LBS1), and middle grades endorsements.
This program is designed for individuals seeking to secure an initial teaching license to teach in elementary schools, whether that be in general education, special education, or ESL and bilingual education. An integral component of our teacher preparation program is classroom experience where candidates engage directly with students and educators while developing their pedagogical expertise.
The Elementary Education (MEd) also offers an Accelerated Master's Pathway for Undergraduate students to complete their Graduate studies in a fifth year. Further details of the AMP, including the suggested sequence of courses, can be found under the Curriculum tab.
Related Programs
Curriculum
The Elementary Education MEd program offers several options for candidates interested in working with Elementary aged students and beyond. Upon successful completion of the 13-month Elementary MEd program (42 credit hours), candidates are eligible for an Illinois Professional Educator License with endorsements in Elementary Education and an English-as-a-Second Language (ESL) endorsement.
Additional tracks are available for for those candidates interested in a chosen area of specialization and include:
- Elementary Education with Endorsement in Dance, Theatre, Physical Education, Music, World Language, Health Education, Library Information, Technology, or Visual Arts (42 credit hours)
- Elementary Education with Learning Behavior Specialist I Endorsement (49 credit hours)
- Elementary Education with Learning Behavior Specialist I & Bilingual (52 credit hours)
All courses are hybrid, meaning that some class sessions are held in-person while other sessions are conducted on-line. Cohorts will meet one evening per week across the semester; this will be established prior to the start of the cohort. The course list below is for candidates seeking licensure in Elementary Education and ESL only.
Besides the traditional Master's program, the Elementary Education (MEd) is also offered as an Accelerated Master's Pathway where exceptional students can complete the program in a fifth year. A suggested sequence for the AMP can be found below.
| Code | Title | Hours |
|---|---|---|
| TLSC 401 | Language, Learning & Development Theories in Practice 1 | 2 |
| TLSC 403 | Teaching for Social Justice and Equity 1 | 3 |
| TLSC 404 | Constructive Learning Environments for Diverse Students 1 | 3 |
| TLSC 406 | Educational Policy for Diverse Students 1 | 3 |
| TLSC 407 | Individualized Assessment and Instruction for Diverse Students | 3 |
| TLSC 420 | Teaching Mathematics in Elementary Grade Classrooms | 2 |
| TLSC 421 | Teaching Science in Elementary Grade Classrooms | 2 |
| TLSC 422 | Teaching Social Studies in Elementary Grade Classrooms | 2 |
| TLSC 440 | Language and Literacy | 3 |
| TLSC 442 | Disciplinary Literacy | 3 |
| TLSC 450 | Teaching and Learning in an Area of Specialization (required) | 3 |
| Additional coursework for endorsements in bilingual, special education, and middle grades can be taken across the summer sessions | ||
| TLSC 460 | Developing Rigorous and Relevant Instruction and Assessment | 2 |
| TLSC 461 | Designing and Implementing Rigorous and Relevant Instruction | 3 |
| TLSC 470A | Student Teaching for Change | 4 |
| TLSC 470B | Student Teaching for Change | 4 |
| Total Hours | 42 | |
- 1
This course may be used by students in the Accelerated Master's Pathway in their senior year.
Additional 13-Month Accelerated Specialty Tracks
Track 1: Elementary Education with Endorsement in Dance, Theatre, Physical Education, Music, World Language, Health Education, Library Information, Technology, or Visual Arts (MEd)
Candidates who are interested in completing Track 1 need to complete the 42 credit hour program curriculum listed above and must have at least 18 credit hours of previous coursework completed in their chosen area of concentration prior to entering the program to receive the additional endorsement in Track 1.
Track 2: Elementary Education with Learning Behavior Specialist I Endorsement (MEd)
Candidates who are interested in completing Track 2 will also need to complete the following course in addition to the core program curriculum for Elementary Education (MEd) listed above for 49 credit hours total.
| Code | Title | Hours |
|---|---|---|
| CIEP 432 | Three Tier Prevention: Secondary and Tertiary Supports | 3 |
| TLSC 430 | Typical and A-Typical Development | 2 |
| TLSC 431 | Significant Disabilities and Life Planning | 2 |
| Total Hours | 7 | |
Track 3: Elementary Education with Learning Behavior Specialist I & Bilingual (MEd)
Candidates who are interested in completing Track 3 will also need to complete the following course in addition to the core program curriculum for Elementary Education (MEd) listed above for 52 credit hours total.
| Code | Title | Hours |
|---|---|---|
| CIEP 432 | Three Tier Prevention: Secondary and Tertiary Supports | 3 |
| TLSC 410 | Language, Culture and Pedagogy in Bilingual Classrooms | 3 |
| TLSC 430 | Typical and A-Typical Development | 2 |
| TLSC 431 | Significant Disabilities and Life Planning | 2 |
| Total Hours | 10 | |
Suggested Sequence of Courses
Traditional Master's Program
| Master's | ||
|---|---|---|
| Summer | Hours | |
| TLSC 401 | Language, Learning & Development Theories in Practice | 2 |
| TLSC 403 | Teaching for Social Justice and Equity | 3 |
| TLSC 404 | Constructive Learning Environments for Diverse Students | 3 |
| TLSC 406 | Educational Policy for Diverse Students | 3 |
| TLSC 407 | Individualized Assessment and Instruction for Diverse Students | 3 |
| TLSC 422 | Teaching Social Studies in Elementary Grade Classrooms | 2 |
| Hours | 16 | |
| Fall | ||
| TLSC 420 | Teaching Mathematics in Elementary Grade Classrooms | 2 |
| TLSC 421 | Teaching Science in Elementary Grade Classrooms | 2 |
| TLSC 440 | Language and Literacy | 3 |
| TLSC 442 | Disciplinary Literacy | 3 |
| TLSC 450 | Teaching and Learning in an Area of Specialization | 3 |
| Hours | 13 | |
| Spring | ||
| TLSC 460 | Developing Rigorous and Relevant Instruction and Assessment | 2 |
| TLSC 461 | Designing and Implementing Rigorous and Relevant Instruction | 3 |
| TLSC 470A | Student Teaching for Change | 4 |
| Hours | 9 | |
| Year 2 | ||
| Summer | ||
| TLSC 470B | Student Teaching for Change | 4 |
| Hours | 4 | |
| Total Hours | 42 | |
Accelerated Master's Pathway
Students can take up to 11 credit hours in the senior year with admission to the AMP. These credits are shared between the Bachelor's and Master's programs.
| Senior | ||
|---|---|---|
| Fall | Hours | |
| TLSC 401 | Language, Learning & Development Theories in Practice | 2 |
| TLSC 403 | Teaching for Social Justice and Equity | 3 |
| Hours | 5 | |
| Spring | ||
| TLSC 404 | Constructive Learning Environments for Diverse Students | 3 |
| TLSC 406 | Educational Policy for Diverse Students | 3 |
| Hours | 6 | |
| Master's | ||
| Summer | ||
| TLSC 407 | Individualized Assessment and Instruction for Diverse Students | 3 |
| TLSC 422 | Teaching Social Studies in Elementary Grade Classrooms | 2 |
| Hours | 5 | |
| Fall | ||
| TLSC 420 | Teaching Mathematics in Elementary Grade Classrooms | 2 |
| TLSC 421 | Teaching Science in Elementary Grade Classrooms | 2 |
| TLSC 440 | Language and Literacy | 3 |
| TLSC 442 | Disciplinary Literacy | 3 |
| TLSC 450 | Teaching and Learning in an Area of Specialization | 3 |
| Hours | 13 | |
| Spring | ||
| TLSC 460 | Developing Rigorous and Relevant Instruction and Assessment | 2 |
| TLSC 461 | Designing and Implementing Rigorous and Relevant Instruction | 3 |
| TLSC 470A | Student Teaching for Change | 4 |
| Hours | 9 | |
| Year 2 | ||
| Summer | ||
| TLSC 470B | Student Teaching for Change | 4 |
| Hours | 4 | |
| Total Hours | 42 | |
Program Length
This is a 2-year program beginning in the summer, designed for flexible options for you to complete your coursework and fieldwork in a variety of ways. With a blend of in-person and online sessions, as well as evening coursework, the program allows working professionals to seek out their degree and teaching licensure while remaining in current positions. Students will receive placement in school settings for fieldwork alongside related coursework. Students have five years from acceptance to complete the program.
Graduation Requirements
- Maintain overall GPA of 3.0 for graduation
- Complete student teaching experience
- Complete all degree requirements
- Complete comprehensive assessments
Licensure Requirements
- Complete coursework with related fieldwork
- Complete student teaching experience
- Complete required assessments
Continuous Enrollment
Master's students in Elementary Education are required to maintain continuous enrollment during their program of studies. This means that during each semester of each academic year (excluding Summer Sessions), each student must enroll in at least one course. A formal leave of absence may be granted upon request and the approval of the School of Education’s Assistant Dean of Student Academic Affairs.
Guidelines for Accelerated Master's Pathways
In Accelerated Master’s Pathways, students share limited, authorized credits between their Undergraduate and Graduate degrees to facilitate completion of both degrees in a shorter amount of time. Shared credits are Graduate level credit hours (400-level or higher) taken during the Undergraduate career and then applied both to the Undergraduate degree and towards Graduate program requirements.
Admission and Matriculation
Accelerated Master's Pathways are designed to enhance opportunities for advanced training for Loyola’s Undergraduates. Admission to these programs is competitive and will depend upon a positive review of credentials by the Graduate program. Accordingly, the admission requirements for these programs may be higher than those required if the Master’s degree were pursued entirely after the receipt of a Bachelor’s degree.
Students enrolled in an Accelerated Master's Pathway who choose not to continue to the Master’s degree program upon completion of the Bachelor’s degree will face no consequences.
Ideally, a student will apply for admission to an AMP program as they approach 90 credit hours in their Undergraduate career.
Students will not officially matriculate into the Master’s degree program and be labeled as a Graduate student by the university, with accompanying changes to tuition and Financial Aid (see below), until the Undergraduate degree has been awarded. Once admitted to the Graduate program, students must meet the academic standing requirements of their Graduate program as they complete the program curriculum.
Advising and Registration
Students in their final Undergraduate year will work with Advising in the home School of their Bachelor's program(s), as well as the Graduate Program Director of the Master’s program. Any 400-level or higher courses that the student plans to enroll in should be reviewed by both advisors to ensure that these courses will complete requirements for both degrees.
Registration in Graduate level courses during the Undergraduate year may require assistance from the Graduate Program Director and/or the student’s current academic advisor to enroll.
Shared Credits
Only courses taken at the 400-level or higher will count toward the Graduate program. At the Undergraduate level, students are restricted to enrolling in and sharing up to the number of Graduate level credits explicitly indicated in the catalog for their selected AMP program.
In general, Graduate level coursework should not be taken prior to admission into the Accelerated Master's Pathway. Exceptions may be granted for professional programs where curriculum for the Accelerated Master's Pathway is designed to begin earlier. On the recommendation of the program’s Graduate Program Director, students may take one of their Graduate level courses before they are admitted to the Accelerated Master’s Pathway if they have advanced abilities in their discipline and course offerings warrant such an exception.
Degree Requirements and Conferral
Undergraduate degree requirements are in no way impacted by admission to an Accelerated Master’s Pathway. Students should not, for example, attempt to negotiate themselves out of a writing intensive requirement on the basis of admission to a Graduate program.
The program’s Graduate Program Director will designate credit hours to be shared through the advising form and Master’s degree conferral review process. Graduate credit hours taken during the Undergraduate career will not be included in the Graduate GPA calculation.
If students wish to transfer credits from another university to Loyola University Chicago, the program’s Graduate Program Director will review the relevant syllabus or syllabi to determine whether it meets the criteria for a 400-level course or higher.
Programs with specialized accreditation requirements that allow programs to offer Graduate curriculum to Undergraduate students will conform to those specialized accreditation requirements.
Degrees are awarded sequentially. All details of Undergraduate commencement are handled in the ordinary way as for all students in the School/College/Institute. Once matriculated in the Graduate program, students abide by the graduation deadlines set forth by the Graduate program. Students in these programs must be continuously enrolled from Undergraduate to Graduate degree program unless given explicit permission by their program for a gap year or approved leave of absence. In offering the option of an Accelerated Master’s Pathway, the university is making possible the acceleration of a student’s Graduate degree completion. It should be understood that students may not request deferral of their matriculation into the Master’s degree program. If students would like to delay their Graduate studies after earning the Undergraduate degree, they may apply for admission to the traditional Master’s degree program. Any application of Graduate credit earned while in the Undergraduate program is subject to the policies of the Graduate degree granting school.
Graduate & Professional Standards and Regulations
Students in graduate and professional programs can find their Academic Policies in Graduate and Professional Academic Standards and Regulations under their school. Any additional University Policies supersede school policies.
Learning Outcomes
- Candidates will design, implement, and evaluate cohesive, culturally responsive instructional plans that integrate content knowledge, developmental theory, literacy and technology skills, and evidence-based pedagogical strategies to promote student growth at the elementary level as demonstrated by instructional plans, performance-based assessments, and clinical observations of their practice.
- Candidates will synthesize multiple forms of student data to evaluate instructional effectiveness, make informed pedagogical decisions, and develop targeted interventions that improve academic, social, and emotional outcomes for elementary school learners as demonstrated by instructional plans, performance-based assessments, and clinical observations of their practice.
- Candidates will evaluate educational policies and contextual factors at local, national, and global levels in order to collaboratively design advocacy, communication, and partnership strategies that promote equity and support elementary level students and families as demonstrated by in-class assignments and performance-based assessments.
- Candidates will design equitable, inclusive, and developmentally appropriate learning environments that leverage students’ cultural and linguistic assets while fostering safety, belonging, and agency for elementary school learners as demonstrated by in-class assignments and instructional plans created for clinical experiences.