FAQs

The MA Professional Certification Program in Elementary Education (MA-CUED) is for students who have already earned initial certification as an elementary teacher (grades 1-6). 

The MA Professional Certification Program in Secondary Education (MA-CUSD) is for students who have already earned initial certification as a secondary teacher (grades 7-12) in the areas of English, Social Studies, Science, Technology, or Mathematics.

These 32 credit programs prepare students for New York State professional certification and are ideal for early career teachers who wish to remain in the classroom to develop as teacher leaders in their school settings, with their colleagues, and in the field more broadly. Applicants must possess a valid initial license to teach in New York (or a comparable license from another state or jurisdiction) before beginning coursework.

Teachers who already have initial licensure, which is the entry level certificate for classroom teachers, may apply for professional certification, the advanced certificate for classroom teachers and school leaders in New York State. The MA Professional Certification program prepares students to fulfill course and content pedagogy requirements aligned to their area for certification. Graduates of the program receive a recommendation from Teachers College. Other licensure requirements (e.g., tests, years of teaching experience, etc.) are the responsibility of the student.

It is the student’s responsibility to open a TEACH account and check this information with the New York State Department of Education: https://www.highered.nysed.gov/tcert/certificate/advanceinitprof.html 

In many cases, any additional requirements can be worked into the student’s program through electives or extra coursework. The TC Office of Teacher Education (OTE) can further assist students to understand certification requirements: www.tc.columbia.edu/office-of-teacher-education/

Yes, you may enter the program with an initial license from another state. Upon successful completion of the program, you will be recommended for professional certification in New York State, which has licensing reciprocity with most states. Please check to make sure that the NYS license will be accepted in your state of interest.

If applicants are still completing licensing coursework and requirements and plan to earn initial certification after the TC application deadline you may still apply. The form allows applicants to indicate the date when the initial certification is anticipated. 

However, students must hold initial NYS certification or initial certification from another state prior to starting the program. If your license will not be confirmed by the start of classes, you may contact the Admissions Office to defer your enrollment to the next semester, or inquire about transferring your application to a non-certification program, such as the MA in Curriculum & Teaching Program.

No credits may be transferred into this MA program.

Our MA in Curriculum & Teaching offers a flexible master’s program that does not lead to teaching certification. This program is designed for early and mid-career educators with a range of experience levels in formal and informal learning contexts. 

Learn more here: www.tc.columbia.edu/curriculum-and-teaching/curriculum-and-teaching/degrees--requirements/curriculum-and-teaching-ma/

Yes, all students in the program have already completed student teaching, but an additional 50-hours of observation is a New York State requirement for professional certification. The fieldwork, also known as the practicum, comprises structured observation to support your development as a teacher. The practicum fieldwork is completed in the one-credit course called, C&T 4200 Fieldwork in Curriculum & Teaching, which students take in the fall and spring semester of their first year in the program. The fieldwork is also tied to your independent Master’s Action Research Project.

Host classrooms are arranged for students, or students may choose their own placement. At the start of the course, C&T 4200 Fieldwork in Curriculum & Teaching, a Placement Coordinator will send you a survey to help identify an appropriate classroom to satisfy your certification needs.

If students are teaching, it is possible to use their own classroom to complete the fieldwork needed for the practicum. However, students should consult with the Placement Coordinator to ensure you can demonstrate the breadth and depth of experience necessary for your area of certification.

As a culminating activity in the program, students design and conduct a disciplined and substantial inquiry into an issue, problem, and question of particular interest that emerges from fieldwork, classroom practice, and courses. The project may take multiple forms with the goal of affecting change in one’s practice, such as teacher inquiry, curriculum analysis and design, an arts-based creation, or an academic paper synthesizing and critiquing prior research. The project is initiated in the course, C&T 4502: Master’s Project Seminar, with an instructor who assists you in designing a study and completing a research proposal in the fall. The research is completed independently in the spring term. The action research project can be conducted in one’s own classroom or in a host teacher’s classroom.

While it is possible to complete all 50 hours of fieldwork in the fall semester, students have until the end of the spring semester to complete fieldwork. Time commitments for the master’s project vary depending on the nature of the project. Generally students average 5 hours a week on fieldwork and independent project planning from October through mid-April.

Students typically take 16-24 months to complete the degree and have a maximum of 5 years. Students may apply for a leave of absence if extensions are needed, but must adhere to a college requirement that at least 16 credits be completed in the 5 years prior to graduation.

New students are assigned an advisor and receive a program guide with comprehensive information for planning a course of study. New students are required to consult with their advisors before registering for their first courses.

Nine points is considered a full-time load in each fall, spring, or summer semester. The summer semester consists of two sessions (A and B) so nine points may be taken across both sessions to be considered a full-time load. With approval from your advisor, you can take up to 12 points each academic semester.

This is permitted during your final semester if all you have left to complete is your master’s project and/or one or two courses. In this situation, your advisor can sign a “certificate of equivalency” (COE) form indicating that the college considers you a full-time student.

It is advisable to only take one or two courses per semester while working full-time. 

Students must be enrolled at least half-time to qualify for federal student loans. Half-time status is considered 5-8 points. Additionally, there are some scholarship and grant programs that require full-time status so students should check with the Financial Aid Office for details about their specific package.

Admitted students are expected to begin the program in the fall semester immediately following their acceptance. Deferrals to the spring or summer may be requested by contacting the Admissions Office.

Admitted students may contact the Admissions Office to request an early start. However, keep in mind that financial aid packages do not begin until the fall semester. This means that scholarships and federal loans may not be used for summer courses taken before the official start of your program.

Information about current tuition and fees can be found at: www.tc.columbia.edu/admissions/tuition-and-fees/ Prospective students may find it helpful to start at the Teachers College Admissions website: www.tc.columbia.edu/admissions/

For information on scholarships and financial aid, please consult the Teachers College financial aid website: www.tc.columbia.edu/admissions/financial-aid/ 

When an applicant creates an admissions account, they will have full access to financial aid information and guidelines.

This link takes you to the schedule of classes organized by semester: www.tc.columbia.edu/academics/courses/ 

Selected courses are also described in the Academic Catalog: www.tc.columbia.edu/curriculum-and-teaching/curriculum-and-teaching/courses/

Additional information about Teachers College campus events, living in New York City, orientation sessions, and other materials for prospective students is available at: 

Office of Admissions: www.tc.columbia.edu/admissions/

Office of Residential Services: www.tc.columbia.edu/housing/

TC News and Events: www.tc.columbia.edu/newsroom/

Applications are submitted online. Step-by-step directions are available at: www.tc.columbia.edu/apply

The requirements for admission to the MA Professional Certification Programs include the following: 

• In order to enroll in the program, students must hold an Initial Certification in Elementary Education (grades 1-6) or Secondary Education in one of these areas: English, Social Studies, Mathematics, or Science & Technology. 
• The Graduate Record Exam (GRE) or an equivalent national assessment is optional, but not required.
• TOEFL scores are required for international students for whom English is a second language. 

It is Teachers College policy to assess applicants from a holistic perspective in which no single test score is considered to be determinant in admissions decisions. The admissions committee will consider grade point average, letters of recommendation, your personal essay, and your teaching-related experiences.

You may email questions to the Program Manager, Dorsa Fahami dif2121@tc.columbia.edu or to the Program Director.