Elementary Education - Initial Certification (Pre-K-4)

Master of Education, Initial Certification Post-Baccalaureate

The Elementary Education Department is pleased to offer the following pathway to receive certification to teach in public elementary and middle schools, 4-8 and simultaneously earn a master's degree.

This program is nationally recognized by NAEYC (National Association for the Education of Young Children).

Potential candidates who have an undergraduate degree in a field other than education (business, liberal arts and science, etc.) may wish to gain their certification in elementary education. This can be accomplished at the graduate level, earning a master's degree simultaneously with teaching certification. Kutztown University offers a twenty-seven (27) credit program of courses and six (6) credits of clinical field experience that will enable candidates to accomplish this dual purpose. This is an accelerated program offered during daytime and evening hours. Course work is days, evenings, weekends and on-line. The Professional Semester is a twelve (12) credit daytime semester and one course (3 credits) taken in the evening for a total of 15 credits. The Specialization courses (6 credits) and Clinical Field Experience (6 credits) are daytime courses and experiences during the last semester.

All students accepted into this program must complete all requirements within six (6) calendar years. A grade point average of 3.0 must be maintained throughout the program. All courses are three semester hours.

Graduation requirements for certification:
Candidates seeking an M. Ed in Elementary Education must satisfy all curriculum requirements, all University requirements, and fulfill the following:

  • Complete 27 semester hours of appropriate graduate course work in the proper distribution as indicated on the initial certification post baccalaureate grid.
  • Field requirements: Coursework will require observation hours and teaching experiences in the Pre-K-4 classroom. The professor of record will discuss these requirements. One semester of clinical field experience consisting of one twelve-week setting is required. Schools are selected via the Office of Clinical Field Experiences. Kutztown University clinical field supervisors will complete PDE 430 reports.
  • Maintain a 3.0 GPA throughout the program
  • PECT (PA Educator Certification Test) must be passed and scores on file at Kutztown University.
  • Final certification paperwork (TIMS) must be completed through the Pennsylvania Department of Education website.
    • For certification: Teacher Information Management System (TIMS)
    • For degree: Apply for graduation through the Graduate Studies Office
  • Admissions Requirements and Deadlines
    • Application
    • Official transcripts from all previous colleges or universities
    • Three letters of recommendation
    • ACT 126
    • ACT 151
    • ACT 34
    • ACT 114
    • TB test

    Deadlines

    Fall semester: May 1st

Student Learning Outcomes

  • Teacher Certification Programs

    All initial teacher certification programs use the ten InTASC standards (required by CAEP accreditation) as their Student Learning Outcomes (SLOs). The ten InTASC standards are organized in 4 domains (The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility).

    1. Learner Development - The teacher candidate will understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
    2. Learning Differences - The teacher candidate will be able to use understandings of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
    3. Learning Environments - The teacher candidate will be able to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
    4. Content Knowledge - The teacher candidate will be able to understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
    5. Application of Content - The teacher candidate will be able to understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
    6. Assessment - The teacher candidate will be able to understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate's and learner's decision making.
    7. Planning for Instruction - The teacher candidate will be able to plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
    8. Instructional Strategies - The teacher candidate will be able to understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
    9. Professional Learning and Ethical Practice - The teacher candidate will be able to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
    10. Leadership and Collaboration - The teacher candidate will be able to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

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