Curriculum and Teaching Elem Education MA Professional Peace Corps

MASTER OF ARTS IN CURRICULUM AND TEACHING, ELEMENTARY EDUCATION (PEACE CORPS)

With Professional Certification as a grades 1-6 teacher in New York State


Peace Corps Fellows

Our program supports three shared philosophical stances underlying our long-standing tradition of preparing teachers as education leaders. These stances include teaching as inquiry, teaching as curriculum making, and teaching for social justice. The overarching intention of the program is to assist educators who expect to exert leadership in their school settings and with their colleagues.

The Jaffe Peace Corps Fellows participate in a rigorous and rewarding program that provides opportunities to both teach and learn with a cohort of Returned Peace Corps Volunteers (RPCVs.) The Jaffe Fellows return from service abroad to make a powerful impact on public school students in New York City. These dedicated individuals teach full-time in high need New York City schools while earning a master’s degree at Teachers College, Columbia University (TC).

Peace Corps Fellows

Two students chat inside a faculty member's office at Teachers College

Admissions Information

Master of Arts

  • Points/Credits: 32
  • Entry Terms: Spring/Summer

Certification

View Public Disclosure Notification

  • NY State Professional: 1-6 (Peace Corps Fellows)

Application Deadlines

  • Spring: November 1
  • Summer/Fall (Priority): January 15
  • Summer/Fall (Final): January 15

Supplemental Application Requirements/Comments

  • GRE General Test or MAT
  • Application Supplement (included in online application)
  • Must hold or be eligible for Initial Certification

Requirements from the TC Catalog

View Full Catalog Listing

Addendum

* Updated on Feb. 26th, 2021

PROGRAM REQUIREMENTS

Overview

The MA Program in Curriculum and Teaching with Professional Certification at the Elementary level (MA-CUED), provides students with a core of common courses and experiences in critical study of pedagogy and curriculum in combination with systematic study of disciplinary foundations of school subject matters (“content”) and subject-specific pedagogies (“pedagogy”) in the area of licensure.

This 32 point program is designed for early career educators currently practicing in, or intending to practice in, New York State. A basic criterion for admission is possession of a valid initial license to teach in New York, or eligibility to acquire such a license (e.g., by virtue of holding a comparable license from another jurisdiction). Some prior experience (beyond student teaching or equivalent) is desirable, but not required. A commitment to public education is welcome (but not required). In conjunction with satisfaction of all other requirements determined by the New York State Department of Education (NYSED), successful completers of the program are eligible for professional certification in New York State in Childhood Education (grades 1 – 6). Detailed and up-to-date information about licensure requirements and procedures may be found at TC’s Office of Teacher Education, OTE, https://www.tc.columbia.edu/office-of-teacher-education/

Prospective students whose professional interests center around teaching in school settings, regardless of licensure status or future plans are urged to consult with Admissions and/or the Program Director early in your process. We have several different program pathways you may want to consider (including some that do not lead to certification), and we may have suggestions with respect to subjects/licensure areas in addition to those listed above. Also, licensure requirements are complex, and they differ from state to state. We can give preliminary advice on these, and can refer you to the licensure/certification experts at Teachers College as needed though we have no made an official determination if the program leads to certification in other states.

The MA with Professional Certification, Elementary (MA-CUED for short) helps educators who bring imagination, critical spirit, respect for the capacities of all children and young people, and love of teaching and learning to their work. We seek to prepare educators who will increasingly exert leadership (informally and/or formally) with their colleagues, in their school settings, and in the field more broadly. The program revolves round three core tenets:

  • teaching as inquiry,
  • teaching as curriculum making, and
  • teaching for social justice.

Structurally, the program is organized around a core of common coursework, and associated field experience, dealing with principles, history, and skills of curriculum design and of pedagogy, in context of an alert and critical attention to social, ethical, professional and other challenges facing educators and children in schools today. Simultaneously, CUED students, working closely with an advisor, select from an array of “content pedagogy” courses, from within the Department of Curriculum and Teaching and across the College, appropriate to their teaching level, individual interests, and licensure requirements. As a connecting and culminating activity, all students conduct an “Integrative Project,” focused on an issue, problem, and/or question identified by the student.

With careful planning and advising, this 32 point program can be completed in twelve months for full-time students starting in the fall or summer semesters. However, program faculty believe that students get more out of the experiences if the program is done at a slower pace. Students have five years to complete their program.

Students in the MA-CUED take some courses, and engage in some joint activities, with students in other Curriculum and Teaching programs, in particular, the MA in C&T with Professional Certification at the Secondary level (MA-CUSD), the Master of Education (Ed.M) in C&T (60 points) and the MA in Curriculum and Teaching (MA-CURR). Faculty, as well as students, work together across all of these programs—all of which are devoted equally to the critical study and improvement of pedagogy, curriculum, and society.

Please see “MA in Curriculum & Teaching with Professional Certification (MA-CUED, MA-CUSD) Program Guide” for further information about program purposes, structure and expectations; and for answers to Frequently Asked Questions. 

 

Advising

All students are assigned an advisor upon admission. It is essential that students begin working with their advisor well before commencing their studies arriving at Teachers College. Advisors can help students decide what program timeline makes best sense for them; students and advisors work together to develop the Program Plan; students are required to consult with their advisor prior to initial course selection and registration.

Please see  “MA in Curriculum & Teaching with Professional Certification (MA-CUED, MA-CUSD) Program Guide” for further information about advising. 

 

Courses

Requirements and schedule notes are correct as of publication. Please check the online schedule for most current scheduling information: https://www.tc.columbia.edu/courses/. In case of confusion, consult with your advisor. Students are responsible for meeting all program requirements. Please plan accordingly.

Core (SHARED) Courses. All students in the MAs in Curriculum & Teaching with Professional Certification (CUED, CUSD) are required to take the following (14 points):

C&T 4002    Curriculum Theory and History (3) Fall, Spring, Summer

C&T 4005    Principles of Teaching and Learning (4) Fall only
(includes a required 50 hour field experience component: see
below) To be taken prior to or concurrently with C&T 4502 semester 1

C&T 4052     Designing Curriculum and Instruction (3) Fall, Spring, & Summer; Consult with advisor to assure proper section. Note: One section per year focuses on design for social studies at the elementary level, and may be preferred by CUED students.

One of the following age/grade level specific courses:

C&T 4130    Critical Perspectives in Elementary Education (K — 6) (3) Fall only. CUED; OR

C&T 4145    Critical Perspectives in Secondary Education (3) Fall only. CUSD

C&T 4502.001    Integrative Project seminar (0 - 1) Fall only

Pre- or co-requisite: C&T 4005

Register for section designated for MA-CUED and CUSD students
Consult with advisor regarding credit allotment

C&T 4502.001    Integrative Project (0 - 1) Spring only

To be taken immediately following first semester of C&T 4502

 

FIELD EXPERIENCE (IN CONJUNCTION WITH C&T 4005)

Students who are teaching, while in the program, generally do their field experience in their own school, although for the most part not in their own classroom. In other cases, program staff work with students to find placements in New York City schools for 50 hours of independent observation and reflection on instructional practices, interactions between and among students and teachers, critical issues, curricular enactments, and design activities. The field placement typically spans ten weeks and averages five hours per week. Special note, spring 2020: DUE TO THE CORONAVIRUS
EMERGENCY, AND THE COLLEGE’S CONSEQUENT PLANS FOR “DISTANCE TEACHING AND LEARNING,” FIELD EXPERIENCES IN FALL 2020 MAY BE “VIRTUAL,” IN ACCORDANCE WITH NYSED GUIDELINES. (Details to be provided in due time.)

Social Context selective courses: Diversity. (One course/2 - 3 points)

Note re: Special Education. NYSED requires that Professional Certification candidates have in their record a 3 credit stand-alone special education course aimed at developing “the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum.”

  • If you do not have such a course in your record (e.g., undergraduate transcript), you should take CT 4001, Differentiating Instruction in Inclusive Classrooms. This will satisfy the “Social Context: Diversity” requirement.
  • If you do have such a course in your record, you may take any approved selective in fulfillment of the “Social Context: Diversity” requirement. To determine if you have already taken an acceptable Special Education course, consult with your advisor or with the Office of Teacher Education (OTE).

Following are examples of courses that will satisfy the “Diversity” requirement. (Information is correct as of publication.) There are numerous other possibilities (within and beyond C&T) that would satisfy this requirement. Ask around, keep an eye on your email, ask your advisor… Just remember to get advisor approval—in advance, please—to use a course not on this list in fulfillment of this requirement.

C&T 4000        Disability, Exclusion, and Schooling (3 cr) Fall, Spring, & Summer

C&T 4001        Differentiating Instruction in Inclusive Classrooms (2-3 cr) Fall, Spring, & Summer

C&T 4078        Curriculum and Teaching in Urban Areas (2-3) Check course schedule

C&T 4010        Immigration and Curriculum (2-3) Check course schedule

C&T 4114        Multicultural Approaches to Teaching Young Children (2-3) Fall, Spring, & Summer

C&T 5037        Literacy,  Culture and the Teaching of Reading (2-3) Spring

EDP 4023       Reimagining Education (2-3) Spring (or/and, Summer Institute)

Social Context selective courses: General . (One course/2 - 3 points)

Following are examples of courses that will satisfy the “General” requirement. (Information is correct as of publication.) There are numerous other possibilities (within and beyond C&T) that would satisfy this requirement. Ask around, keep an eye on your email, ask your advisor… Just remember to get advisor approval—in advance, please—to use a course not on this list in fulfillment of this requirement.

C&T 4021        Nature and Needs of Gifted Students (2 – 3) Fall

C&T 4023        Differentiated Curriculum for Gifted Students (2-3) Check course schedule      

C&T 4032        Gender, Difference, and Curriculum (2-3) Fall, Spring?, Summer?

C&T 4161        The Teacher: Socio-Historical, Cultural Contexts of Teaching (2-3) Spring

C&T 4615       Young Children and Social Policy (2-3) Spring, Summer, Fall

C&T 5004        School Change (3) Fall

C&T 5033        Globalization, Democracy & Curriculum (2-3) Spring

Content Pedagogy courses (12 points).

Students in the MA-CUED program take 3 points (typically, a single class) in each of the four “core” elementary subject areas. Selection is made from a wide array of courses, some within Curriculum and Teaching, most from other departments. Following are examples  of suitable courses in each area. Again, there are generally a good number of other possibilities. Students are encouraged to search out and propose other courses to their advisor. The basic criterion for such courses is that they will extend the student’s understanding of both the content and of pedagogies appropriate to that content.

1. Mathematics

MSTM 5010           Mathematics in the Elementary School (3) Fall

MSTM 5019           Mathematics in Popular Culture and Media  (3) Spring

MSTM 5020           Mathematics and Multicultural Education (3) Fall

2. Science or Technology:

  • Science

MSTC 4007     Urban and Multicultural Science Education (1 -3) Fall

MSTC 4040     Science in Childhood Education (3) Fall

MSTC 4852      Informal Science Education (3) Spring

MSTC 5040     Curriculum Improvement in Science Education (3) Spring

  • Technology

MSTU 4052     Computers, Problem Solving, and Cooperative Learning Fall

MSTU 4088     Introduction to Educational Technology and Learning Science Spring

          MSTU 4133   Cognition and Computers Check course schedule

3. Social Studies 

C&T 4052        Designing Curriculum and Instruction (3) Elementary Social Studies section, Check course schedule

C&T 4143        Multicultural Social Studies in the Elementary and Middle School (3) Fall

A&HW 4032   World History and Geography (2-3) Fall

A&HW 4038   American History and Geography (2-3) Fall

A&HW 5050   Global Citizenship Education (2-3) Fall

4. Literacy

C&T 4136    Methods & Materials for Reading Instruction Fall, Check course catalog

C&T 4138    Teaching Literacy in the Early Years Fall

C&T 4139    Constructing Critical Readers Spring

C&T 4140    Literature for Younger Children Fall, Spring, Summer

C&T 4141     Literature for Older Children Check course catalog

C&T 4151     Teaching of Writing Fall

C&T 4858    Institute: Teaching of Reading Summer

C&T 5800    Institute: Teaching of Writing Summer

C&T 5850    Advanced Institute: Reading and Writing Connections Summer

 

New Student Advising and Online Registration

Please see note above and in the “MA in Curriculum & Teaching with Professional Certification (MA-CUED, MA-CUSD) Program Guide”. Newly admitted students need promptly to seek advising with the assigned advisor or Professor Roosevelt and begin to draft their Program Plan. A PIN (Personal Identification Number) will be assigned after consultation and agreement about first semester courses. The student will then be able to register for courses online. The Office of Admission may provide further information to assist you in the registration process (https://www.tc.columbia.edu/admission/; 212-678-3710; admission@tc.columbia.edu). If you have not been notified of your advisor, please seek guidance from the Program Director.

Graduation Deadlines

Teachers College students must apply (i.e., declare their intent) to graduate by a specified date well in advance of each of the College’s three annual graduation dates: http://www.tc.columbia.edu/registrar/pages/degree-information/ how-to-file-for-a-masters-degree/

Please note there is only one commencement ceremony each academic year, at the end of the Spring Term     . Participation in this ceremony presumes successful completion of all degree requirements as of the end of the spring term. Under certain limited circumstances specified by the College, students in good standing who have not yet completed all degree requirements may also participate (“walk”) in the May ceremony. Please consult Registrar’s Office and/or your advisor about criteria and procedures for “walking” (taking part in the ceremony without yet being awarded the diploma).

Graduation application due Degree awarded
August 1 October
November 1 February
February 1  April

Please also see: http://www.tc.columbia.edu/registrar/pages/degree-information/how-to-file-for-a-masters-degree/


Original Catalog Entry

The MA program in elementary education (CUED) is a 32-point program which can lead to professional certification as a grades 1-6 teacher in New York State. The program supports three shared philosophical stances underlying our long-standing tradition of preparing teachers as education leaders. These stances include teaching as inquiry, teaching as curriculum making, and teaching for social justice. The overarching intention of the program is to assist educators who expect to exert leadership in their school settings and with their colleagues. With careful planning and advisement, the program can be completed in 12 months starting in the fall semester or the summer, or in 17 months if starting in January. The program may also be taken part-time.

Core Courses (7 points):

  • C&T 4002 Curriculum theory and history (3)
  • C&T 4005 Principles of teaching and learning (4) (includes practicum in a classroom setting)

Content/Pedagogy Courses (12 points):

Students are required to take one course in each of the following areas:

  1. .Mathematics
  2. Science or Technology
  3. Literacy
  4. Social Studies (C&T 4052, Designing curriculum and instruction (3)—Social Studies Section)

Social Context Required Courses (4 points—Only offered in the fall semester and must be taken concurrently):

  • C&T 4130 Critical perspectives in elementary education (3)
  • C&T 4502 Master’s project (1)

Social Context Selective Courses—Diversity (2-3 points) Students choose one Selective from the following:

  • C&T 4000 Disability in contexts (3)
  • C&T 4001 Differentiating instruction in inclusive classrooms (3)
  • C&T 4010 Immigration and Curriculum (2-3)
  • C&T 4078 Curriculum and teaching in urban areas (2-3)
  • C&T 4114 Multicultural approaches to teaching young children (2-3)
  • C&T 5037 Literacy, culture, and the teaching of reading (2-3)

NOTE: New York State now requires that CUED students, first enrolled at TC after February 1, 2011, must have a 3-credit stand-alone special education course which develops “the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum.” If you have had such a stand alone 3-credit course in your undergraduate or other graduate studies, you have met this requirement. If you don’t, you should take C&T 4001 for 3 credits. You can use this course to meet your diversity selective requirement or take it as one of your electives.

Social Context Selective Courses—General (2-3 points) Students choose one Selective from the following:

  • C&T 4004 School change (2-3)
  • C&T 4023 Differentiated curriculum for gifted students (2-3)
  • C&T 4161 The teacher: Sociohistorical, cultural contexts of teaching (2-3)
  • C&T 4615 Young children and social policy: Issues and problems (2-3)
  • C&T 4121 Early childhood teaching strategies within a social context (2-3) Elective Courses (3-5 points)

Students have to take at least one elective course (minimum 2 points) outside the Department of Curriculum and Teaching.

New York State Education Department (NYSED) has teacher certification requirements that are needed for program completion and graduation which are listed in the Office of Teacher Education section of the catalog.

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