Explore the Program
MEd in Elementary Education
- Earn an elementary teaching license and English as a Second Language (ESL) endorsement with options to add-on endorsements in bilingual education, special education, and middle grades education.
- Learn from top-tier professors and practitioners with expertise and experience in teaching in elementary settings around the Chicago area and the United States.
- Have the flexibility to complete coursework on your schedule with evening, online, and weekend options, which aim for you to keep working while pursuing your degree.
- Focus on inclusive education and develop pedagogical and advocacy skills to promote equity and social justice for all learners in your classroom.
- Graduate from a highly respected university accredited by the Council for the Accreditation of Educator Preparation (CAEP) and approved by the Illinois State Board of Education (ISBE)
- Candidates will apply understanding of content and pedagogy to provide engaging and developmentally appropriate instruction to all students.
- Candidates will hold high expectations and build on the assets of diverse students.
- Candidates will use meaningful data to inform instructional design and assess teaching and learning effectiveness.
- Candidates will prioritize students' rich cultural and linguistic backgrounds to design rigorous and responsive instruction.
- Candidates will foster students' languages and literacy development across the school day.
- Candidates will promote students' inquiry, critical thinking, and deep learning across the content areas.
- Candidates will design classrooms as safe and welcoming learning environments that promote positive behavior, identity development, and social-emotional well-being.
Completion of the MEd degree program in Elementary Education requires 38 semester hours. Upon successful completion of the program, candidates are eligible for an Illinois Professional Educator License with endorsements in elementary education and an English-as-a-Second Language (ESL) endorsement.
Coursework listed in order taken in program of study (38 credit hours)
All courses are hybrid, meaning they meet for half of the contact hours in-person and half online. Cohorts will either meet one evening per week across the semester or various Saturdays; this will be agreed upon and established prior to the start of the cohort.
Summer (8 credit hours)
- TLSC 401: Bringing Language, Learning and Developmental Theory into Practice
- TLSC 403: Teaching, Learning and Leading for Social Justice
- TLSC 406: Educational Policy for Diverse Students
Fall (6 credit hours)
- TLSC 440: Language and Literacy for Diverse Students
- TLSC 442: Discipline-Specific Literacy for Diverse Students
Spring (6 credit hours)
- TLSC 420: Teaching Mathematics in Elementary Grade Classrooms
- TLSC 421: Teaching Science in Elementary Grade Classrooms
- TLSC 422: Teaching Social Studies in Elementary Grade Classrooms
Summer (3 credit hours with various options for added endorsements)
- TLSC 450: Teaching and Learning in an Area of Specialization (required)
- Additional coursework for endorsements in bilingual, special education, and middle grades can be taken across the summer sessions
Fall (6 credit hours)
- TLSC 460: Developing Rigorous and Relevant Instruction and Assessment
- TLSC 461: Developing and Implementing Rigorous and Relevant Instruction and Assessment
Summer (4 credit hours; ending with close of K-12 school year in June)
- TLSC 470: Teaching, Learning and Leading with Schools and Communities Internship: Student Teaching
- Additional course for endorsements in bilingual, special education, and middle grades can be taken across the summer sessions (see list above)
Length of Program: This is a 2-year program beginning in the summer, designed for flexible options for you to complete your coursework and fieldwork in a variety of ways. With a blend of in-person and online options, as well as evening and weekend courses, the program allows working professionals to seek out their degree and teaching licensure while remaining in current positions. Full-time graduate students are also welcome and will receive placement in school settings for fieldwork alongside related coursework. Students have five years from acceptance to complete the program.
Continuous Enrollments: Master's students in Elementary Education are required to maintain the status of continuous enrollment during their program of studies. This means that during each semester of each academic year (excluding Summer Sessions), each student must enroll in at least one course. A formal leave may be granted upon request and the approval of the School of Education’s Associate Dean of Student Academic Services.
Comprehensive Assessment: All teacher candidates complete during student teaching a Professional Practice Profile. The Professional Practice Profile consists of two components. This includes an essay on the conceptual framework in the School of Education, Professionalism in Service of Social Justice, and a reflection on collaborative relationships in education.
- Maintain overall GPA of 3.0 for graduation
- Complete student teaching experience
- Complete all degree requirements
- Complete comprehensive assessments
- Complete course with related fieldwork
- Complete student teaching experience
- Complete required assessments
Degree Conferral: While the commencement ceremony is every May, degrees can be conferred May, August, and December. Students must apply for graduation/degree conferral. Students should apply for graduation in the semester they anticipate completing all degree requirements. Failure to meet application deadlines may result in a delay of the conferral of the degree to the following semester. are due:
- August 1 for December conferral
- December 1 for May conferral
- February 1 for August conferral*
*Students having their degrees conferred in August are eligible to participate in the proceeding May Commencement.
Please note the degree conferral application is valid for only one semester. If the degree is not conferred for the semester requested, a new application is required for a subsequent semester.
Summer: February 1
Applicants who are admitted need to commit to attending Loyola by March 1st.
Cohort Model: This program uses a cohort model. In this model, students network and build professional relationships with one another during their programs. Once a cohort is formed, the students remain together for the duration of their program. The development of the cohort is contingent upon reaching the required numbers of enrolled students.
A Completed Application Form
You may submit your application form online.
Applicants must submit official transcripts for all undergraduate and any graduate work. To be eligible for admission, your transcript must show an earned bachelor's degree or a bachelor’s degree in progress. Certified copies of transcripts are acceptable; faxed copies of transcripts are not considered official. If you attended Loyola University Chicago previously, you do not need to request transcripts; we have them on record.
Transcripts must show a GPA of at least a 3.0. In exceptional cases, applicants whose undergraduate GPA is below 3.0 may be admitted. Each program area gives meaningful consideration to the applicant's graduate GPA, recommendations, professional experience and reasons for pursuing a graduate program, as well as to the diversity of the student body.
One Letter of Recommendation and One Reference
We ask that you submit one letter of recommendation and list one additional contact the application committee may follow up with directly. Recommenders and References may be academic or professional in nature.
If you supply your recommender’s email address as part of your completed online application form, then your recommendation letters may be submitted online. Or, your recommenders may choose to mail them to:
Graduate & Professional Enrollment Management
820 N. Michigan Ave.
Chicago, IL 60611
A Personal Statement
Your statement should be 1-3 pages, and you should describe your:
- Reasons to enter into this program and profession of teaching
- Life experiences that have influenced your view of social justice
For detailed information, visit the Office of the Bursar's Tuition & fees page for the Graduate School of Education
For additional information on billing, payment, and policies, please visit the Office of the Bursar. For information on financial aid and scholarship opportunities, visit Loyola's Financial Aid Office and through the School of Education.
- Program Director: Guofang Wan
- Program Coordinator: Toni Brasher Rothschild
- Curriculum foundations,-practice, and -policies
- Field-based teacher education and teacher advocacy
- Collaborative school-community partnerships
- Language, literacy, and culture
- Culturally responsive practice and curriculum reform
- Spirituality & transformative curriculum leadership
- Disciplinary expertise: Math, Science, ELA, Social Studies, Elementary Ed, Special Ed, and Early Childhood
- Hank Bohanon, PhD - Special Education, Teacher Preparation, Multi-tier System Supports
- Vesna Cejovic, EdD - Faculty Coordinator of School and Community Partnerships, Teaching and Reform
- Sarah Cohen, PhD - Bilingual and English Language Teaching and Learning, Multiliteracies
- Yvonne El Ashmawi, PhD - Middle and Secondary English Education
- Aimee Ellis, PhD - Literacy
- David Ensminger, PhD - Instructional Systems Design & Program Evaluation
- Kelly Ferguson, EdD - Teacher Preparation
- Amy Heineke, PhD - Bilingual and English Language Teaching and Learning
- Adam Kennedy, PhD - Early Childhood Special Education
- Michelle Lia, EdD - Reading
- Seungho Moon, EdD - Curriculum Studies
- Diane Schiller, PhD - Mathematics Education
- Jon Schmidt - Civic Education
- Brigid Schultz, EdD - English Education
- Lara Smetana, PhD - Science Teacher Education, Equity, Educational Technology
- Charles Tocci, EdD - Social Studies Education & Senn H.S. Partnership
- Guofang Wan, PhD - Program Chair