Master of Arts in Curriculum and Teaching, Elementary Education
With Professional Certification as a Grade 1-6 teacher in New York State
The Master of Arts degree in Curriculum and Teaching with Professional Certification at the Elementary level (MA-CUED) provides students with courses in the study of pedagogy and curriculum. This involves the critical analysis of the foundations for schooling, the theory and history of curriculum, assumptions about subject matter, content-specific instructional practices, and beliefs about children as learners.
This 32-point program is ideal for early teachers who bring imagination, respect for the capacities of all children and young people, and love of teaching and learning to their work. Students in this program have already earned Initial Certification and wish to remain in the classroom to develop as teacher leaders in their school settings, with their colleagues, and in the field more broadly.
Admission Information
Displaying requirements for the Spring 2026, Summer 2026, and Fall 2026 terms.
Master of Arts
- Points/Credits: 32
- Entry Terms: Summer, Fall
- Enrollment Formats: Full-Time Campus-Based, Part-Time Campus-Based
Certification
View Public Disclosure Notification
- NY State Professional: 1-6
Application Deadlines
| Entry Term Available | Priority Deadlines | Final Deadlines | Extended Deadlines |
|---|---|---|---|
| Spring | N/A | N/A | N/A |
| Summer | January 15, 2026 | April 1, 2026 | May 1, 2026 |
| Fall | January 15, 2026 | April 1, 2026 | May 1, 2026 |
Select programs remain open beyond our standard application deadlines, such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.
Application Requirements
| Requirement | |
|---|---|
| , including Statement of Purpose and Resume | |
| Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed | |
| Results from an accepted English Proficiency Exam (if applicable) | |
| $75 Application Fee | |
| Two (2) Letters of Recommendation | |
| Must hold or be eligible for Initial Certification, if certification is in-progress, must be obtained prior to enrollment |
For admission-related inquiries, please contact CTadmission@tc.columbia.edu.
For professional certification admission, please submit a resume and: (a) proof of elementary or secondary school teacher initial NYS certification (formerly provisional) or certification from another state, or (b) proof that you have completed an accredited Elementary or Secondary teacher preparation/student teaching program. An undergraduate GPA of 3.0 is a minimum requirement. Teaching experience is desirable, but not required.
Requirements from the 麻豆原创 Catalog (AY 2025-2026)
Displaying catalog information for the Fall 2025, Spring 2026 and Summer 2026 terms.
Addendum
OVERVIEW
The Master of Arts degree in Curriculum and Teaching with Professional Certification at the Elementary level (MA-CUED) is designed for teachers, administrators, and other educators who have received formal professional preparation in grade 1-6 teaching at an accredited college or university. Students in this program have already earned Initial Certification and wish to remain in the classroom to develop as teacher leaders in their school settings, with their colleagues, and in the field more broadly. The 32-point program involves the critical analysis of the foundations for schooling, the theory and history of curriculum, assumptions about subject matter, content-specific instructional practices, and beliefs about children as learners. This program is ideal for early teachers who bring imagination, respect for the capacities of all children and young people, and love of teaching and learning to their work.听听
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CERTIFICATION AND LICENSURE
The MA-CUED program is designed for early career educators currently practicing in, or intending to practice in New York State. Applicants must possess a valid initial license to teach in New York (or a comparable license from another state or jurisdiction), or be eligible for the initial license before beginning coursework. In conjunction with the 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 鈥� 6). Graduates will apply for professional certification independently with a recommendation from Teachers College if all program requirements are met. For advice on New York State licensure requirements, consult the Office of Teacher Education (OTE):
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REQUIRED COURSES
The program is organized around a core of common coursework and a field experience, dealing with principles, history, theories, and skills of curriculum design and pedagogy. Beyond the common core requirements, CUED students select content pedagogy courses across the College that demonstrate a breadth and range of knowledge essential for elementary classroom educators.
| CORE COURSES | C&T 4002 Curriculum Theory and History (3 points) C&T 4005 Principles of Teaching and Learning听 (3 points) C&T 4052 Designing Curriculum and Instruction (3 points) C&T 4502 Master鈥檚 Project Seminar (Fall - 2 points)听 C&T 4502 Master鈥檚 Project Seminar (Spring - 0 points) |
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CONTENT PEDAGOGY COURSES
In order to ensure breadth of study, MA-CUED students are required to take 3 points in each of the four 鈥渃ore鈥� elementary subject areas: 1) English literacy, 2) mathematics, 3) science & technology, and 4) social studies. Selection is made from a wide array of courses within C&T and other 麻豆原创 departments. Examples of courses that will satisfy this requirement are listed below. Other possible courses across 麻豆原创 may be used to fulfill this requirement; however, selections may vary depending on courses offered each academic year. Students are encouraged to search the course directory and propose options to their advisor. The basic criterion for such courses is that they will extend the student鈥檚 understanding of both subject matter and pedagogies appropriate to that content area.听
Online Course Search: www.tc.columbia.edu/academics/courses
| CONTENT AREA COURSES | 听 听 LITERACY (3 points)
MATHEMATICS (3 points)
SCIENCE OR TECHNOLOGY (3 points)
SOCIAL STUDIES听
*This course fulfills both the core requirement and the SS content pedagogy requirement. Refer to the course syllabus for directions regarding the Social Studies track assignments.听 |
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ELECTIVE COURSES
MA-CUED students work with their advisor to choose elective courses in the C&T Department totaling twelve (12) points across the following categories:听
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Critical Perspectives on Learning: At least three (3) points that address critical perspectives about learning and learners.
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Sociopolitical Context of Education: At least nine (9) points address diversity issues and the sociopolitical contexts of education.
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NY State Special Education Requirement: One of these electives must be a special education course if the student does not already have one on their prior undergraduate or graduate transcript.
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MASTER鈥橲 PROJECT & FIELDWORK
Recommendation for Professional Certification in the area of Childhood Education (Grades 1-6) requires critical observation and reflection on the customs and practices of teaching, learning, curriculum, and assessment. This leads to an alert and critical attention to social, ethical, and professional challenges facing educators, children, and young people in schools. By the end of the program, MA-CUED students design and conduct a disciplined inquiry into an issue, problem, or question of particular interest to the student鈥檚 curricular and/or pedagogical investments, educational and social values, and professional contexts and aims. This project will be supported by fieldwork in the C&T 4502: Master鈥檚 Project Seminar.听
| MASTER'S PROJECT SEMINAR | A master鈥檚 project may take multiple forms, such as a practice-based intervention in a learning environment, curriculum analysis and design, an arts-based creation, or an academic paper synthesizing and critiquing prior research. Students are encouraged to think creatively and incorporate multimodality in how they design their inquiries and share their new knowledge. In all cases, an end goal is for students to arrive at a well-grounded, articulated perspective and/or a set of recommendations for their own practice and continuing thought.听 |
| FIELDWORK听 | Students will gain field experience through the 2-credit C&T 4502: Master's Project Seminar. Course instructors will work with students to identify sites for independent observation and critical reflection on instructional practices, interactions among students and teachers, critical issues, curricular enactments, and design activities in a variety of educational spaces. Fieldwork will enhance readings and discussion in core courses and lead to new or deepened thoughts, curiosities, and inquiry questions that catalyze in a master鈥檚 project. |
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TIMELINE
The master's degree program has a flexible timeline to allow students to determine their schedule for completion. Students work with their advisor to plan a course schedule that maps to their desired graduation timeline. The program can be completed in 16-months with full-time study, which allows students to deeply engage in coursework and take the time to fully benefit from the rich experiences and community offered by a Teachers College education. A 12 to 14-month accelerated timeline opens the opportunity to start the program during the summer. The program may also be taken part-time at your own pace. Part-time students have five years to complete the program.听
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GRADUATION
Degrees are awarded in October, February, and May, but 麻豆原创 holds one commencement ceremony in May. Students will be permitted to attend the May commencement ceremony after the completion of all coursework and the integrative project.听
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PROGRAM GUIDE
The CUED program is responsive to shifts in teacher education and aims to create opportunities to develop critically engaged educators of the present moment. Therefore, updated additional information about all program requirements is made available yearly in the MA-CUED Program Guide provided to all enrolled students.
Original Catalog Entry
Curriculum and Teaching Professional Certification in Elementary Education MA / Degree Requirements
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OVERVIEWThe Master of Arts degree in Curriculum and Teaching with Professional Certification at the Elementary level (MA-CUED) is designed for teachers, administrators, and other educators who have received formal professional preparation in grade 1-6 teaching at an accredited college or university. Students in this program have already earned Initial Certification and wish to remain in the classroom to develop as teacher leaders in their school settings, with their colleagues, and in the field more broadly. The 32-point program involves the critical analysis of the foundations for schooling, the theory and history of curriculum, assumptions about subject matter, content-specific instructional practices, and beliefs about children as learners. This program is ideal for early teachers who bring imagination, respect for the capacities of all children and young people, and love of teaching and learning to their work.听听
CERTIFICATION AND LICENSURE The MA-CUED program is designed for early career educators currently practicing in, or intending to practice in New York State. Applicants must possess a valid initial license to teach in New York (or a comparable license from another state or jurisdiction), or be eligible for the initial license before beginning coursework. In conjunction with the 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 鈥� 6). Graduates will apply for professional certification independently with a recommendation from Teachers College if all program requirements are met. For advice on New York State licensure requirements, consult the Office of Teacher Education (OTE):
REQUIRED COURSES
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The program is organized around a core of common coursework and a field experience, dealing with principles, history, theories, and skills of curriculum design and pedagogy. Beyond the common core requirements, CUED students select content pedagogy courses across the College that demonstrate a breadth and range of knowledge essential for elementary classroom educators.
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| CORE COURSES | C&T 4002 Curriculum Theory and History (3 points) C&T 4005 Principles of Teaching and Learning听 (3 points) C&T 4052 Designing Curriculum and Instruction (3 points) C&T 4130 Critical Perspectives in Elementary Education: K-6 (3 points)听听听 C&T 4200 Fieldwork in Curriculum and Teaching (0-1 point) C&T 4502 Master鈥檚 Project Seminar听 (0-1 point) |
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CONTENT PEDAGOGY COURSES
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In order to ensure breadth of study, MA-CUED students are required to take 3 points in each of the four 鈥渃ore鈥� elementary subject areas: mathematics, science & technology, social studies, and literacy. Selection is made from a wide array of courses within C&T and other 麻豆原创 departments. Students are encouraged to search and propose preferred options to their advisor. The basic criterion for such courses is that they will extend the student鈥檚 understanding of the knowledge and skills appropriate to that content area.听
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The following list contains examples of courses in each content area that will satisfy this requirement. Course availability varies across semesters, therefore the online course schedule should be used for the most current scheduling information.听
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| CONTENT AREAS | MATHEMATICS
SCIENCE OR TECHNOLOGY听
SOCIAL STUDIES听
*This course fulfills both the core requirement and the SS content pedagogy requirement. Refer to the course syllabus for directions regarding the Social Studies track assignments.听 LITERACY听
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ELECTIVE COURSES
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The MA-CUED requires a minimum of 6 elective points taken within the C&T Department.听
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| SOCIAL CONTEXT听 REQUIREMENT | At least 1 elective course (2-3 points) must address the social context of education, rather than solely the methods and practice of teaching. This course must be a minimum of 2-points; up to 3 points will count.听 The following SOCIAL CONTEXT courses or any of the DIVERSITY courses listed below have been pre-approved to satisfy this requirement. There are numerous other possibilities and students may seek advisor approval to use a course not on these lists. C&T 4026 Giftedness and Intelligence听 C&T 4032 Gender, Difference, and Curriculum听 C&T 4078 Curriculum and Teaching in Urban Areas C&T 4161 The Teacher: Social-Historical, Cultural Contexts of Teaching C&T 5004 School Change C&T 5050 Education Policy Institute听 C&T 5199 Abolitionist Teaching for Educational Justice |
| DIVERSITY REQUIREMENT | At least 1 elective course (2-3 points) must address diversity issues relevant to education. This course must be a minimum of 2-points; up to 3 points will count. The following courses have been pre-approved to satisfy this requirement. There are numerous other possibilities and students may听 seek advisor approval to use a course not on these lists. C&T 4000 Disability, Exclusion, and Schooling C&T 4001 Differentiating Instruction in Inclusive Classrooms C&T 4010 Immigration and Curriculum听 C&T 4021 Nature and Needs of Gifted Students C&T 4080 Child Development & Intersectional Identities C&T 4114 Integrated Curriculum: Diversity, Equity, and Technologies C&T 4135 Emergent Bi/Multilingual Learners in Inclusive English-Medium Classrooms C&T 5037 Literacy, Culture, and the Teaching of Reading听 C&T 5535 Black, Latina, and Transnational Feminisms |
| SPECIAL EDUCATION COURSE | The DIVERSITY requirement is also used to fulfill the NYSED Special Education requirement. A stand-alone Special Education course aimed at developing 鈥渢he skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum鈥� is required on your academic record (e.g., undergraduate or graduate transcript) by NYSED.听 |
FIELDWORK
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Core courses are strengthened through field experience that allows students to observe and critically reflect on the principles, history, theories, and skills of curriculum design and pedagogy. The field experience expects an alert and critical attention to social, ethical, and professional challenges facing educators, children, and young people in schools. Fieldwork will also prompt deepened thoughts, new insights, curiosities, and interests that will enhance readings and discussion in core courses and often leads to inquiry questions that catalyze the Integrative Project. Program staff work with teacher collaborators in New York City schools to place students in classrooms aligned to their area of licensure. One goal of the placement is to demonstrate a breadth and depth of experience across the spectrum for childhood education certification.
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| FIELDWORK听 COURSE听 | Students gain field experience through a 1-point course, C&T听 4200: Fieldwork in Curriculum and Teaching, to be taken over two semesters prior to or concurrent with the master鈥檚 project seminar. Students are required to register for 1-point in the Fall, and 0-points in the Spring semester. Through the course, students engage in 50-hours of independent observation and reflection on instructional practices, interactions between and among students and teachers, critical issues, curricular enactments, and design activities. These field experiences are not supervised.听 *Note: The C&T 4200 course is only applicable for students who have not previously taken the 4-credit version of C&T 4005: Principles of Teaching and Learning. |
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INTEGRATIVE PROJECT
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As a culminating activity in the program, MA-CUED students design and conduct a disciplined and substantial inquiry into an issue, problem, and question of particular interest that emerges from fieldwork and classroom practice. The integrative project may take multiple forms, such as practice-based research, curriculum analysis, and design, an arts-based creation, or an academic paper synthesizing and critiquing prior research. Students are encouraged to think creatively and incorporate multimodality in how they design their inquiries and share their new knowledge. In all cases, an end goal is for students to arrive at a well-grounded, articulated perspective and/or a set of recommendations for their own practice and continuing thought. The C&T Programs hold a joint showcase at the end of the academic year in May to share final projects and celebrate inquiry with friends, family, students, and faculty.
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| INTEGRATIVE PROJECT SEMINAR | The two-semester seminar, C&T 4502: Masters Project, is the primary site for support in conceptualizing, designing, and carrying out the integrative project. Only 1-point is earned for the course, but the work is substantial and spans two consecutive fall and spring semesters. To the extent possible, the seminar sequence is taken towards the end of a student鈥檚 studies. Full-time students ordinarily take the seminar sequence beginning in their first fall semester. Part-time students who plan to complete the degree in two or more years will ordinarily begin the seminar sequence in their second fall semester.听 |
ADVISING
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All students are assigned a faculty advisor prior to commencing studies at Teachers College. Advisor consultation is required for initial course selection and approval before registration. Newly admitted students receive a comprehensive Program Guide with instructions to draft a Program Plan before contacting their assigned faculty advisor.
TIMELINE
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The master's degree has a flexible timeline to allow students to determine their schedule for completion. Students work with their advisor to plan a course schedule that maps to their desired graduation timeline. The program can be completed in 16-months with full-time study. A 16-month accelerated timeline opens the opportunity to take courses during the summer. A two-year timeline allows students to deeply engage in coursework and take the time to fully benefit from the rich experiences and community offered by a Teachers College education. The program may also be taken part-time at your own pace. Part-time students have five years to complete the program.听
GRADUATION
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Degrees are awarded in October, February, and May, but 麻豆原创 holds one commencement ceremony in May. Students will be permitted to attend the May commencement ceremony after the completion of all coursework and the integrative project.听
PROGRAM GUIDE
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Additional information about all program requirements is available in the MA-CUED Program Guide provided to all enrolled students.