Curriculum and Teaching Professional Certification | Curriculum & Teaching

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Curriculum and Teaching Professional Certification

Department of Curriculum & Teaching

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Program Description

The Professional Certification Programs in Curriculum and Teaching are designed for teachers, administrators, and other educators who: (1) have received formal professional preparation in preschool through grade twelve teaching at an accredited college or university, and/or; (2) hold or are eligible to receive initial teacher certification before commencing the program.

Students in this program generally wish to remain in the classroom to develop as teacher leaders in their school settings, with their colleagues, and in the field more broadly. Students will have opportunities to study areas such as curriculum design, school change and reform initiatives, action research, and other school-based inquiry strategies, and will gain perspectives on teaching as complex intellectual activity. The overarching intention of the Program is to assist educators who expect to exert leadership in their school settings and with their colleagues.

Any applicant seeking initial teacher certification should apply for the preservice, or initial certification, M.A. degree program in Early Childhood Education or Elementary/ Inclusive Elementary Education.

Degrees

  • Master of Arts

    • Points/Credits: 32

      Entry Terms: Summer, Fall

      Certification:

      • NY State Professional: 1-6

      Degree Requirements

      Curriculum and Teaching Professional Certification in Elementary Education MA / Degree Requirements

       

      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.  



      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 – 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): www.tc.columbia.edu/office-of-teacher-education/



      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  (3 points)

      C&T 4052 Designing Curriculum and Instruction (3 points)

      C&T 4130 Critical Perspectives in Elementary Education: K-6 (3 points)   

      C&T 4200 Fieldwork in Curriculum and Teaching (0-1 point)

      C&T 4502 Master’s Project Seminar  (0-1 point)

       

      CONTENT PEDAGOGY COURSES

       

      In order to ensure breadth of study, MA-CUED students are required to take 3 points in each of the four “core” elementary subject areas: mathematics, science & technology, social studies, and literacy. Selection is made from a wide array of courses within C&T and other TC 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’s understanding of the knowledge and skills appropriate to that content area. 

       

      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. 

       

      CONTENT AREAS

      MATHEMATICS

      • MSTM 4019  Mathematics Teaching and Learning 

      • MSTM 5010  Mathematics in the Elementary School

      • MSTM 5019  Mathematics in Popular Culture and Media 

      • MSTM 5060  Mathematics in Multicultural Education 


      SCIENCE OR TECHNOLOGY 

      • MSTC 4007  Urban and Multicultural Science Education 

      • MSTC 4040  Science in Childhood Education 

      • MSTU 4083  Instructional Design of Educational Technology 

      • MSTU 4088  Introduction to Educational Technology and Learning Science

      • MSTC 5040 Science Curriculum Improvement in Elementary School


      SOCIAL STUDIES 

      • C&T 4052 Designing Curriculum and Instruction 

      *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. 


      LITERACY 

      • C&T 4132 Language and Teaching in the Primary Reading/Writing Classroom

      • C&T 4135 Emergent Bi/Multilingual Learners in Inclusive English-Medium Classrooms

      • C&T 4136 Methods & Materials for Reading Instruction 

      • C&T 4139 Constructing Critical Readers 

      • C&T 4140 Literature for Younger Children 

       

      ELECTIVE COURSES

       

      The MA-CUED requires a minimum of 6 elective points taken within the C&T Department. 

       

      SOCIAL CONTEXT  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. 


      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 

      C&T 4032 Gender, Difference, and Curriculum 

      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 

      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  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 

      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 

      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 “the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum” is required on your academic record (e.g., undergraduate or graduate transcript) by NYSED. 



      FIELDWORK

       

      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.

       

      FIELDWORK 

      COURSE 

      Students gain field experience through a 1-point course, C&T  4200: Fieldwork in Curriculum and Teaching, to be taken over two semesters prior to or concurrent with the master’s 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. 


      *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.

       

      INTEGRATIVE PROJECT

       

      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.

       

      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’s 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. 



      ADVISING

       

      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

       

      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. 



      GRADUATION

       

      Degrees are awarded in October, February, and May, but TC 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. 



      PROGRAM GUIDE

       

      Additional information about all program requirements is available in the MA-CUED Program Guide provided to all enrolled students.

    • Points/Credits: 32

      Entry Terms: Summer

      Certification:

      • NY State Professional: 1-6 (Peace Corps Fellows)

      Degree Requirements

      Curriculum and Teaching Elem Education MA Professional Peace Corps / Degree Requirements

       

      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.  



      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 – 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): www.tc.columbia.edu/office-of-teacher-education/



      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  (3 points)

      C&T 4052 Designing Curriculum and Instruction (3 points)

      C&T 4130 Critical Perspectives in Elementary Education: K-6 (3 points)   

      C&T 4200 Fieldwork in Curriculum and Teaching (0-1 point)

      C&T 4502 Master’s Project Seminar  (0-1 point)

       

      CONTENT PEDAGOGY COURSES

       

      In order to ensure breadth of study, MA-CUED students are required to take 3 points in each of the four “core” elementary subject areas: mathematics, science & technology, social studies, and literacy. Selection is made from a wide array of courses within C&T and other TC 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’s understanding of the knowledge and skills appropriate to that content area. 

       

      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. 

       

      CONTENT AREAS

      MATHEMATICS

      • MSTM 4019  Mathematics Teaching and Learning 

      • MSTM 5010  Mathematics in the Elementary School

      • MSTM 5019  Mathematics in Popular Culture and Media 

      • MSTM 5060  Mathematics in Multicultural Education 


      SCIENCE OR TECHNOLOGY 

      • MSTC 4007  Urban and Multicultural Science Education 

      • MSTC 4040  Science in Childhood Education 

      • MSTU 4083  Instructional Design of Educational Technology 

      • MSTU 4088  Introduction to Educational Technology and Learning Science

      • MSTC 5040 Science Curriculum Improvement in Elementary School


      SOCIAL STUDIES 

      • C&T 4052 Designing Curriculum and Instruction 

      *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. 


      LITERACY 

      • C&T 4132 Language and Teaching in the Primary Reading/Writing Classroom

      • C&T 4135 Emergent Bi/Multilingual Learners in Inclusive English-Medium Classrooms

      • C&T 4136 Methods & Materials for Reading Instruction 

      • C&T 4139 Constructing Critical Readers 

      • C&T 4140 Literature for Younger Children 

       

      ELECTIVE COURSES

       

      The MA-CUED requires a minimum of 6 elective points taken within the C&T Department. 

       

      SOCIAL CONTEXT  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. 


      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 

      C&T 4032 Gender, Difference, and Curriculum 

      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 

      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  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 

      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 

      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 “the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum” is required on your academic record (e.g., undergraduate or graduate transcript) by NYSED. 



      FIELDWORK

       

      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.

       

      FIELDWORK 

      COURSE 

      Students gain field experience through a 1-point course, C&T  4200: Fieldwork in Curriculum and Teaching, to be taken over two semesters prior to or concurrent with the master’s 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. 


      *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.

       

      INTEGRATIVE PROJECT

       

      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.

       

      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’s 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. 



      ADVISING

       

      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

       

      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. 



      GRADUATION

       

      Degrees are awarded in October, February, and May, but TC 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. 



      PROGRAM GUIDE

       

      Additional information about all program requirements is available in the MA-CUED Program Guide provided to all enrolled students.

    • Points/Credits: 32

      Entry Terms: Summer, Fall

      Certification:

      • NY State Professional: 7-12

      Degree Requirements

      Curriculum and Teaching Professional Certification in Secondary Education MA / Degree Requirements

       

      OVERVIEW

       

      The Master of Arts degree in Curriculum and Teaching with Professional Certification at the Secondary level (MA-CUSD) provides students with courses in the study of pedagogy and curriculum. This involves the critical analysis of disciplinary foundations for secondary-level subject matter and content-specific practices in the area of licensure. 

       

      This 32-point program is ideal for early teachers who bring imagination, respect for the capacities of 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. 



      CERTIFICATION AND LICENSURE 

       

      This 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 Secondary Education (grades 7-12; English, Social Studies, Science, Technology, or Mathematics). 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): www.tc.columbia.edu/office-of-teacher-education/  



      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. The field experience expects an alert and critical attention to social, ethical, and professional challenges facing educators, children, and young people in schools. Beyond the common core requirements, CUSD students select content pedagogy courses offered across the College and within the Department of Curriculum and Teaching that are appropriate to their area of specialty, licensure requirements, and individual interests. 

       

      CORE COURSES

      C&T 4002 Curriculum Theory and History (3 points)

      C&T 4005 Principles of Teaching and Learning  (3 points)

      C&T 4052 Designing Curriculum and Instruction (3 points)

      C&T 4145 Critical Perspectives in Secondary Education (3 points)

      C&T 4200 Fieldwork in Curriculum and Teaching (0-1 point)

      C&T 4502 Master’s Project Seminar  (0-1 point)

       

      CONTENT PEDAGOGY COURSES

       

      In order to ensure depth of study, MA-CUSD students are required to earn at least 12 points in the content area of their initial certification (four courses) from the appropriate TC programs and departments, e.g.,Social Studies Education, Science Education, Mathematics Education, English Education or C&T. The following are examples of suitable courses, yet selections may vary depending on courses offered within C&T or outside the department. 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’s understanding of both subject matter and pedagogies appropriate to that content area.


      CONTENT AREAS

      MATHEMATICS

      • MSTM 4019 Teaching Mathematics in Diverse Cultures

      • MSTM 4026 Teaching Applied Mathematics

      • MSTM 5019 Mathematics in Popular Culture and Media 

      • MSTM 5060 Mathematics in Multicultural Education 


      SCIENCE OR TECHNOLOGY 

      • MSTC 4010 Hip Hop and Cultural Studies of Urban Science Education

      • MSTC 4043 Science in the Environment

      • MSTU 4083 Instructional Design of Educational Technology 

      • MSTU 4088 Introduction to Educational Technology and Learning Science


      SOCIAL STUDIES 

      • A&HW 4032 Teaching World History and Geography 

      • A&HW 4038 Teaching American History and Geography 

      • A&HW 4041 Teaching Economics as if People Matter

      • A&HW 5050 Global Citizenship Education


      ENGLISH LITERACY 

      • C&T 4136 Methods & Materials for Reading Instruction 

      • C&T 4139 Constructing Critical Readers 

      • C&T 4141 Literature for Older Readers 

      • C&T 4835 Improving Reading Instruction: Using Theater and Drama

      • C&T 5520 The Writer’s Craft

      • A&HE 5518 Teaching English In Diverse Social/Cultural Contexts

       

      ELECTIVE COURSES

       

      The MA-CUSD requires a minimum of 6 elective points taken within the C&T Department. 

       

      SOCIAL CONTEXT  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. 


      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 

      C&T 4032 Gender, Difference, and Curriculum 

      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

      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 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 

      C&T 4021  Nature and Needs of Gifted Students

      C&T 4114  Integrated Curriculum: Diversity, Equity, and Technologies

      C&T 5037  Literacy, Culture, and the Teaching of Reading 

      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 “the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum” is required on your academic record (e.g.,undergraduate or graduate transcript) by NYSED. 

       

      FIELDWORK

       

      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. 

       

      Recommendation for Professional Certification in Secondary Education (Grades 7-12) requires exposure to a depth of experiences in the area of licensure, such as English, Math, Social Studies, and Sciences (Biology, Chemistry, Earth Sciences, Physics). Program staff work with teacher collaborators in New York City schools to place MA-CUSD students in classrooms aligned to their area of licensure

       

      FIELDWORK 

      COURSE 

      Students gain field experience through a 1-point course, C&T  4200: Fieldwork in Curriculum and Teaching, to be taken over two semesters prior to or concurrent with the master’s project seminar. Students are required to register for 1-point in the Fall, and 0-point 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. 


      *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.

       

      INTEGRATIVE PROJECT

       

      As a culminating activity in the program, MA-CUSD 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.

       

      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’s 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. 



      ADVISING

       

      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

       

      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. 



      GRADUATION

       

      Degrees are awarded in October, February, and May, but TC 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. 



      PROGRAM GUIDE

       

      Additional information about all program requirements is available in the MA-CUSD Program Guide provided to all enrolled students.

    • Points/Credits: 32

      Entry Terms: Summer

      Certification:

      • NY State Professional: 7-12 (Peace Corps Fellows)

      Degree Requirements

      Curriculum and Teaching Secondary Education MA Professional Peace Corps / Degree Requirements

       

      OVERVIEW

       

      The Master of Arts degree in Curriculum and Teaching with Professional Certification at the Secondary level (MA-CUSD) provides students with courses in the study of pedagogy and curriculum. This involves the critical analysis of disciplinary foundations for secondary-level subject matter and content-specific practices in the area of licensure. 

       

      This 32-point program is ideal for early teachers who bring imagination, respect for the capacities of 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. 



      CERTIFICATION AND LICENSURE 

       

      This 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 Secondary Education (grades 7-12; English, Social Studies, Science, Technology, or Mathematics). 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): www.tc.columbia.edu/office-of-teacher-education/  



      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. The field experience expects an alert and critical attention to social, ethical, and professional challenges facing educators, children, and young people in schools. Beyond the common core requirements, CUSD students select content pedagogy courses offered across the College and within the Department of Curriculum and Teaching that are appropriate to their area of specialty, licensure requirements, and individual interests. 

       

      CORE COURSES

      C&T 4002 Curriculum Theory and History (3 points)

      C&T 4005 Principles of Teaching and Learning  (3 points)

      C&T 4052 Designing Curriculum and Instruction (3 points)

      C&T 4145 Critical Perspectives in Secondary Education (3 points)

      C&T 4200 Fieldwork in Curriculum and Teaching (0-1 point)

      C&T 4502 Master’s Project Seminar  (0-1 point)

       

      CONTENT PEDAGOGY COURSES

       

      In order to ensure depth of study, MA-CUSD students are required to earn at least 12 points in the content area of their initial certification (four courses) from the appropriate TC programs and departments, e.g.,  Social Studies Education, Science Education, Mathematics Education, English Education or C&T. The following are examples of suitable courses, yet selections may vary depending on courses offered within C&T or outside the department. 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’s understanding of both subject matter and pedagogies appropriate to that content area.


      CONTENT AREAS

      MATHEMATICS

      • MSTM 4019 Teaching Mathematics in Diverse Cultures

      • MSTM 4026 Teaching Applied Mathematics

      • MSTM 5019 Mathematics in Popular Culture and Media 

      • MSTM 5060 Mathematics in Multicultural Education 


      SCIENCE OR TECHNOLOGY 

      • MSTC 4010 Hip Hop and Cultural Studies of Urban Science Education

      • MSTC 4043 Science in the Environment

      • MSTU 4083 Instructional Design of Educational Technology 

      • MSTU 4088 Introduction to Educational Technology and Learning Science


      SOCIAL STUDIES 

      • A&HW 4032 Teaching World History and Geography 

      • A&HW 4038 Teaching American History and Geography 

      • A&HW 4041 Teaching Economics as if People Matter

      • A&HW 5050 Global Citizenship Education


      ENGLISH LITERACY 

      • C&T 4136 Methods & Materials for Reading Instruction 

      • C&T 4139 Constructing Critical Readers 

      • C&T 4141 Literature for Older Readers 

      • C&T 4835 Improving Reading Instruction: Using Theater and Drama

      • C&T 5520 The Writer’s Craft

      • A&HE 5518 Teaching English In Diverse Social/Cultural Contexts

       

      ELECTIVE COURSES

       

      The MA-CUSD requires a minimum of 6 elective points taken within the C&T Department. 

       

      SOCIAL CONTEXT  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. 


      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 

      C&T 4032 Gender, Difference, and Curriculum 

      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

      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 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 

      C&T 4021  Nature and Needs of Gifted Students

      C&T 4114  Integrated Curriculum: Diversity, Equity, and Technologies

      C&T 5037  Literacy, Culture, and the Teaching of Reading 

      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 “the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum” is required on your academic record (e.g., undergraduate or graduate transcript) by NYSED. 

       

      FIELDWORK

       

      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. 

       

      Recommendation for Professional Certification in Secondary Education (Grades 7-12) requires exposure to a depth of experiences in the area of licensure, such as English, Math, Social Studies, and Sciences (Biology, Chemistry, Earth Sciences, Physics). Program staff work with teacher collaborators in New York City schools to place MA-CUSD students in classrooms aligned to their area of licensure

       

      FIELDWORK 

      COURSE 

      Students gain field experience through a 1-point course, C&T  4200: Fieldwork in Curriculum and Teaching, to be taken over two semesters prior to or concurrent with the master’s project seminar. Students are required to register for 1-point in the Fall, and 0-point 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. 


      *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.

       

      INTEGRATIVE PROJECT

       

      As a culminating activity in the program, MA-CUSD 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.

       

      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’s 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. 



      ADVISING

       

      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

       

      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. 



      GRADUATION

       

      Degrees are awarded in October, February, and May, but TC 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. 



      PROGRAM GUIDE

       

      Additional information about all program requirements is available in the MA-CUSD Program Guide provided to all enrolled students.

Faculty

  • Faculty

    • James H Borland Professor of Education
    • Lucy M Calkins Robinson Professor in Children's Literature
    • Limarys Caraballo Associate Professor of English Education
    • Daniel Friedrich Associate Professor of Curriculum
    • Maria Paula Ghiso Professor of Literacy Education
    • Thomas Hatch Professor of Education
    • Nancy Louise Lesko Executive Editor for the TC Record
    • Haeny S. Yoon Associate Professor of Early Childhood Education

  • Emeriti

    • Celia S. Genishi Professor Emerita of Education
    • Anne Lin Goodwin Evenden Professor Emerita of Education
    • Michelle Georgia Knight-Manuel Professor Emerita of Education
    • Susan Recchia Professor Emerita of Education
    • Marjorie Gail Siegel Professor Emerita of Education
    • Karen Zumwalt Edward Evenden Professor Emerita of Education

  • Lecturers

    • Stephanie Dawn McCall Lecturer, Curriculum Studies Program
    • Jacqueline Ann Simmons Senior Lecturer

  • Adjunct Faculty

    • Monica A. White Adjunct Professor

  • Instructors

    • Mariana V. Souto-Manning

Courses

  • C&T 4002 - No Title Found in Banner
    This course offers different theoretical lenses to understand the overall educational significance of the curriculum, focusing especially upon interdisciplinary themes as well as the relations among curriculum, the individual, and society, and connects those lenses to the everyday practice of educators.
  • C&T 4005 - Principles of teaching and learning
    This course engages students in an examination of the principles of teaching, learning, and assessment; the philosophy, history, and politics of the American curriculum; the influence of foundational assumptions about schooling on global patterns in education; and teaching as a profession of social justice inquiry and reflection.
  • C&T 4032 - Gender, difference, and curriculum
    This course offers a multifaceted, interdisciplinary introduction to thinking about school curricula, policies, and practices as gendered. Gender will not be considered in isolation but as interwoven and complicated with cultural, racial, religious, class, and sexual identities, among others. The course materials will move beyond the identification of the problems to examine various efforts to create gender-sensitive curricula and programs.
  • C&T 4052 - Designing curriculum and instruction
    This course is a critical study of curriculum aims, theories, and frameworks for designing curriculum and instruction that go beyond the mere organization of content and creation of teaching materials. Students design theoretically-grounded curriculum in collaborative groups.
  • C&T 4130 - Critical perspectives in elementary education
    Critical examination of issues bearing on lived experiences, practices, and purposes of current elementary students. This class is focused on two questions of educational justice: What does a child have a right to, in their education, today, here, now? Where does or can, a child contribute to and be recognized in the classroom? Readings and other media include classroom studies, critical interventions in current events, and foundational texts for democratic, public education. Open to all; required for CUED students.
  • C&T 4145 - Critical perspectives in secondary education
    A comprehensive examination of adolescent development and learning as they relate to issues of curriculum, teaching, and learning. Open to all; required for CUSD students.
  • C&T 4502 - Master's Project
    MA-CURR students work to complete the required Master's integrative project. During the fall semester, students are supported to identify a sound topic of interest and create a project proposal to be completed independently in the spring semester. This course requires at least 30 hours of out-of-classroom work.
  • C&T 5004 - School change
    What does it take to improve schools and transform education? This course addresses this question by exploring why conventional models of schooling have been so resistant to change and discussing what can be done to create new schools and innovative approaches to learning, teaching, and education. The course mixes theory, research and practice by first introducing students to some of the seminal analyses of school improvement efforts over the last 50 years, and then in the second part of the course inviting students to apply what they have learned by creating collaborative designs for innovative schools and learning experiences.
  • C&T 6100 - No Title Found in Banner
    Required of and limited to first-year Ed.D students in the Department of Curriculum and Teaching; must be taken in the fall semester in conjunction with C&T 6101; C&T 6102 is required for all first-year Ed.D students in the following spring semester. Introduction to and exploration of important problems and issues in curriculum and teaching, methods of formulating questions, and modes of inquiry appropriate to doctoral-level research.
  • C&T 6532 - Seminar in reading/language arts and related research
    Permission required. Open only to advanced master's and doctoral students with a specialization in literacy or a related area who have completed recent methods courses in literacy. In-depth study and discussion of trends and issues in literacy development, instruction, and research.
  • C&T 7500 - Dissertation seminar in curriculum and teaching
    One semester required of all doctoral candidates in the department previous to or concurrent with the proposal hearing. The course focuses on the development of doctoral dissertations and presentation of proposals for approval.
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