Explore the Program
MEd in Elementary Education
- Earn an initial teaching license (PEL) in elementary education in Illinois.
- Learn in diverse, real-world settings through a field-based curriculum.
- 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)
- Earn a certificate to teach worldwide through the International Baccalaureate (IB) Program.
- Gain extensive deep experiences engaging with diverse populations, including students with special needs and those labeled as English language learners (all graduates are eligible for ESL endorsement).
- Candidates will apply deep understanding of both content and pedagogy to provide developmentally appropriate instruction to all students.
- Candidates will hold high expectations and build on the assets of diverse students.
- Candidates will utilize information from theories and related research-based practices when making decisions and taking action in their professional practice.
- Candidates will use data to drive instruction and assess teaching and learning effectiveness.
Completion of the MEd degree program in Elementary Education requires 44 semester hours. A capstone project that consists of a self-study research project around a problem of practice is completed during student teaching. 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.
Length of Program: The program is designed as field-based and is only offered full-time, during daytime hours to maximize field experiences in K-12 settings. Candidates can complete the program in two year, or five semesters (Summer, Fall, Spring, Fall, and Spring). Candidates begin the program in the summer. 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.
- Overall GPA of 3.0 for graduation
- Complete one-year internship
- All degree requirements
- Completion of comprehensive assessments
- Candidates complete coursework that demonstrates expertise in content areas and pedagogy as well as reflection on classroom and clinical experiences.
- Other requirements
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.
Required Courses (44 semester hours)
- TLSC 401: Bringing Language, Learning and Developmental Theory into Practice
- TLSC 403: Teaching, Learning and Leading for Social Justice
- TLSC 404: Constructive Learning Environments for Diverse Students
- TLSC 405: Analyzing Culturally Responsive Classroom Instruction
- TLSC 406: Educational Policy for Diverse Students
- TLSC 407: Individualized Assessment and Instruction for Diverse Students
- 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
- TLSC 423: Foundations of Literacy Instruction
- TLSC 440: Language and Literacy for Diverse Students
- TLSC 441: Using Classroom Data in a Collaborative Environment to Advance Student Achievement
- TLSC 442: Discipline-Specific Literacy for Diverse Students
- TLSC 450: Teaching and Learning in an Area of Specialization
- TLSC 451: Teaching and Learning with a Global Framework
- TLSC 460: Developing Rigorous and Relevant Instruction and Assessment
- TLSC 461: Developing and Implementing Rigorous and Relevant Instruction and Assessment
- TLSC 470: Teaching, Learning and Leading with Schools and Communities Internship: Student Teaching
Summer: February 1
Applicants who are admitted need to commit to attending Loyola by March 1st.
Cohort Model: This program is following a cohort model. A cohort of students who attend together all of the required courses leading to a degree. In this model, students benefit from networking and building professional relationships with one another during the course of their program. Once a cohort is formed, the students remain together for the duration of their endorsement 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:
- Academic and research interests, as well as your professional goals
- 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: Hank Bohanon
- Program Coordinator: Toni Brasher Rothschild
- Curriculum foundations-practice-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
- Vacant - Mathematics Education
- 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
- Vacant - Catholic Education
- Vacant - Social Studies & Teacher Education and History of Education
- 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