Do you want to attain certification as an elementary school teacher? Do you want to empower learners, families and communities— both today’s and tomorrow’s?
Trinity’s Master of Arts in Teaching (M.A.T) in Elementary Education program prepares individuals to meet D.C.’s certification requirements, which are reciprocal with most states, for teaching children grades 1-6. As an elementary educator, you will have the opportunity to initiate change in young learners and their families.
Through a sequenced course of study, students gain knowledge, skills, and experiences in preparation for certification. Many of the professional education courses include a practicum, internship, or other field experiences in addition to regular class meetings.
Our master’s degree teacher preparation program in elementary education complements Trinity’s other programs in early childhood education, including our bachelor’s degree program in elementary education offered in conjunction with the College of Arts and Sciences.
Inclusive Education Dual Licensure
The Trinity School of Education offers the first and only dual licensure MAT program in the District of Columbia. MAT candidates seeking a dual licensure will receive licensure in their primary focus area AND special education. This option requires candidates to take four courses in special education in addition to their course sequence in their primary focus area in early childhood education, elementary education or secondary education. Click here to learn more about the dual licensure.
Core Courses (18 credits)
EDCC 510 Human Growth and DevelopmentReviews theory and research in human growth and development over the life span. Emphasis is given to the interdisciplinary nature of human development, particularly the relationships among the biological, cognitive, social, and psychological domains. Critical life events and their adjustments from the prenatal period through adulthood are discussed, stressing the interaction between the developing person and a continually changing world. This course contains a field component.
3 creditsEDCC 530 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislated standards for special education and related services for students with special needs. Topics include inclusive education and collaboration between special educators, regular educators, related service providers, volunteers and parents. Also individual education programs (IEP) are examined in relation to students' needs and learning styles. The field experiences and observations are integral components of this course.
3 creditsEDCC 541 Foundations of Education and the Art of Teaching and LearningExamines current theory and practice in the processes of teaching and learning. These processes are embedded in human development, learning and motivational theories, and learning assessment. The social/cultural factors that have an impact on teaching and learning are also studied. This course will focus on topics of interest for educational psychologists as well as teachers and other professionals working with students. The course reviews theories of learning and styles of teaching from the most traditional to the latest innovations in the field. Classroom management techniques and strategies are studied and teacher candidates are required to analyze these and develop a classroom management plan. Field observations are a component of this course.
3 creditsEDCC 542 Positive Approaches to Teaching Students with Challenging BehaviorThis course reviews the history, theory, and implementation of providing positive behavioral supports to children with and without disabilities in a context of ethical interaction and reflective practice. Students will learn a variety of observational and planning tools for construction of authentic and responsive intervention strategies that lead to productive and inclusive learning communities. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, EDCC 541EDCC 600 Research in EducationExamines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. The skills developed in this course will be important for the development of the capstone topic in the Capstone course. Candidates will be able to interact and share research ideas with the other candidates from the other education programs, such as Teacher Education. Formally titled, "Research in Education and Counseling"
3 creditsEDCC 606 Assessment and Preparation of Individualized Learning PrescriptionsThis course provides a general background in assessment and evaluation issues, strategies, and techniques. Assessments as well as criteria for selecting assessments, inventories, for TESOL (listening, speaking, reading and writing), Special Education (diagnostic and individual evaluations), Elementary Education and Secondary Education. Development of assessments and evaluation tools along with rubrics is included. This course provides review of measurement statistics and practice with the administration, scoring, and interpretation of commonly used norm-referenced instruments and procedures for determination of eligibility for special education. Comparisons are made with informal assessment results, and ways to communicate results are discussed . Writi ng a formal report based on multiple data points is explained and detailed. The IEP process, from referral to eligibility determination and placement, is examined. Extensive field component with hands-on activities are an integral component of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510 and EDCC 541
Specialization (12 credits)
EDTE 621 Teaching for Mathematical InquiryExamines elementary mathematics education methods and curriculum materials. Topics include current approaches to teaching mathematics, individualized programs, integrating mathematical understanding across the curriculum, and the development and implementation of mathematics laboratory activities in the classroom. Implications of research and theory to the teaching of mathematics are considered. The field component is an integral part of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541EDTE 622 Teaching for Scientific InquiryExamines elementary science education methods, curriculum materials, and teaching strategies. Emphasis is on teaching strategies and materials that encou rage exploration and guided discovery and on the integration of scientific inquiry across the curriculum. The implications of research and theory to the teaching of science are considered. An activity-centered approach is used to study topics in science. The field experience is an integral component of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541EDTE 624 Children's LiteratureSurveys children's literature with emphasis on works by major authors and illustrators. Topics include criteria for evaluating literature, sexism and multicultural aspects of literature for children, and integrating literature into the curriculum. Genres covered in the course include picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction. A field component may be required. Formerly EDU 514 Children's Literature. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541EDTE 627 Literacy Assessment and Instruction for Emergent and Early ReadersPrepares beginning teachers to instruct young children (Pre-K-Grade 3) in reading, writing, and the language arts. Current theories of reading acquisition and the reading process are discussed in order to provide a theoretical foundation for the practical work. Students learn how to use informal assessments and knowledge of the paths of literacy development to create lesson plans targeting the "cutting edge" of student learning. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Strategies for fostering engagement and motivation in literacy activities will be infused throughout the course. Course content also includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. The field experience is an integral component of this course. A grade of B or higher is required to advance.
3 credits
Prequisites: EDCC 510, EDCC 530, and EDCC 541
Student Teaching Internship (6 Credits)
EDTE 673 Student Teaching in Elementary EducationProvides students with a semester-long, full-time teaching internship in an elementary education school setting under the guidance and supervision of a certified teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 588G Supervised Teaching Internship in Elementary Education. A grade of B or higher is required to advance.
3 credits
Prerequisites: Completion of all core and specialization courses and passing score on Praxis II content examination.
Co-requisites: EDTE 689EDTE 689 Advanced Seminar in TeachingFocuses on professional development and is held in conjunction with the student teaching internship. Students examine personal theories of teaching and learning. Formerly EDU 588A Advanced Seminar in Teaching. A grade of B or higher is required to advance.
3 credits
Co-requisites: EDTE 671 or EDTE 673 or EDTE 675 or EDTE 677 or EDTE 681
All School of Education programs are approved by the DC State Education Agency, Office of the State Superintendent of Education (OSSE), and meet requirements for state certification.
Individual teacher preparation programs hold recognition from Specialized Professional Associations, as follows:
Early Childhood Education: the National Association for the Education of Young Children (NAEYC)
Educational Administration: the Educational Leadership Constituent Council (ELCC)
Elementary Education: the Association for Childhood Education International (ACEI)
Special Education: the Council for Exceptional Children (CEC)
Licensure and Certification Notification
The teacher education preparation program at Trinity Washington University is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP). Successful completion of a teacher education academic program (ECE, ELE, SPED, SEC, SPEECE, SPEELE, SPESEC) at Trinity Washington University will meet the education requirements necessary to pursue initial teacher licensure in the District of Columbia and most states in which a student intends to practice. Some states have additional requirements such as completion of First Aid training or courses in Multiculturalism, Diversity, etc. Students should contact the appropriate state licensing board to determine if the program at Trinity Washington University can lead to licensure in that state and what, if any, additional licensure requirements exist in that state. Trinity stands ready to assist with state licensure questions, and students should consult with their advisor, program director or Dean, in case of doubt.
You may also access certification requirements and contact information for your state department of education at the Federal Department of Education here: https://www2.ed.gov/about/contacts/state/index.html
Connect with Trinity: Interested in attending Trinity? Please visit our Office of Admissions.
