Elementary Education (M.A.T.)
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?
Our Master of Arts in Teaching (M.A.T.) program in elementary education meets D.C.’s certification requirements, which are reciprocal with most states, for teaching grades 1 through 6. As an elementary educator, you will have the opportunity to initiate change in young learners and their families.
If you believe in the possibilities for all children and your role as a teacher in realizing and expanding these possibilities, come learn and practice the science and art of teaching in Trinity’s classrooms and in elementary classrooms. You will gain a core of knowledge, skills and field-based experiences designed to develop your ability to impact student learning at the elementary level.
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.
Featured CoursesEDCC 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 credits EDCC 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 credits EDTE 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.
Prerequisites: EDCC 510, EDCC 530, and EDCC 541 EDTE 623 Language, Literature, and CultureIntroduces students to the major concepts and modes of inquiry in the academic disciplines included within social studies: history; geography; the social sciences, including economics and other related areas. Students use this knowledge to design integrated instruction which will assist elementary age children in using a variety of sources and experiences to construct a knowledge base in social studies. Students use social studies concepts and themes to develop higher order thinking skills, research skill and to promote good citizenship in elementary age children. The field experience is an integral component of the course. A grade of B or higher is required to advance.
Prerequisites: EDCC 510, EDCC 530, and EDCC 541 EDTE 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.
Prequisites: EDCC 510, EDCC 530, and EDCC 541 EDTE 628 Literacy Assessment and Instruction for Upper Elementary ReadersThis class further develops teacher candidates' understandings of a wide variety of instructional practices in literacy, with an emphasis on the developing reader/writer. By learning how to interpret different types of assessments and by gaining an understanding of the strengths, weaknesses, and appropriate uses of different types of assessments, teacher candidates will learn how to interpret and use formal and informal assessments to guide instruction. Teacher candidates will gain practical experience using assessment to guide instruction through tutoring a child who is experiencing difficulty. Field component required. A grade of B or higher is required to advance.
3 credits EDTE 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.
Co-requisites: EDTE 671 or EDTE 673 or EDTE 675 or EDTE 677 or EDTE 681
- Classroom Teacher (Grades 1-6)
Dr. Marie Celeste, Director and Chair of Early Childhood Education and Associate Professor of Education
Dr. Beth Kara Dawkins, Assistant Professor of Education
Dr. Deborah Taub, Assistant Professor of Special Education
Trinity’s M.A.T. program in elementary education is accredited by the National Council for Accreditation of Teacher Education (N.C.A.T.E.) and is nationally recognized by the Association for Childhood Education International (A.C.E.I.). It is a state-approved teacher preparation program that prepares individuals for teacher licensure (grades 1-6) granted by the D.C. Office of the State Superintendent of Education (O.S.S.E.).