Elementary Education K-6 (M.Ed.)

The Graduate Certificate in Elementary STEM is designed for educators looking to enhance their teaching expertise in elementary-level mathematics, science and STEM integration. This program equips participants with the latest pedagogical strategies and digital tools to engage young learners in hands-on, problem-solving experiences across STEM subjects. Students may pursue the certificate alongside a graduate degree or as a standalone credential.

The program comprises three courses:

1. MAE6317: Teaching Elementary Math Using Technology (3 Credits) This course focuses on utilizing both virtual and physical manipulatives to foster a deep understanding of mathematics in K-6 classrooms. Participants will explore how to connect conceptual and procedural knowledge, integrating math instruction with other subjects using a problem-solving approach.
2. SCE6735: Trends and Issues in Elementary Science Teaching (3 Credits) In this course, students will examine current research, trends, and challenges in elementary science education. Key areas of focus include three-dimensional learning, inquiry-based instruction, and problem-based learning approaches.
3. One of the following elective courses:
   • IDC6015: Computational Thinking in Elementary STEM (3 Credits) This course introduces strategies for developing students' computational thinking skills through problem solving, basic coding, and digital tools in elementary settings.
   • SMT6615: Engineering in the Elementary Classroom (3 Credits) Participants will learn the fundamentals of engineering and the engineering design process, with a focus on incorporating engineering concepts into elementary STEM instruction.

This certificate provides a robust foundation for educators seeking to integrate innovative teaching methods and cutting-edge technology into elementary math and science education.

The Graduate Certificate in Advanced Literacy Practices for Engaging Learners is designed for educators who want to deepen their expertise in evidence-based literacy instruction, motivation and engagement strategies, as well as integrating literacy skills across the curriculum. This certificate prepares teachers to meet the diverse needs of students, including those with reading difficulties and English Language Learners (ELLs), by using research-based practices in literacy education. The certificate can be pursued alongside a graduate degree or as a standalone program.

The program includes the following courses:

1. RED6657: Evidence-Based Literacy Instruction (3 Credits) This course equips educators with the skills to implement scientifically based reading instruction that supports the development of oral language, phonological awareness, decoding and fluency. Students will explore early language acquisition, the structures of language and the relationship between oral language and early reading skills. The course emphasizes multisensory intervention strategies and evidence-based practices for identifying and addressing reading difficulties, including dyslexia and English language learners. Educators will also learn to use data to inform individualized instruction.
2. RED6345: Motivation and Engagement in Literacy Learning (3 Credits) This course focuses on the critical role of motivation and engagement in literacy learning. Educators will explore key motivational constructs such as autonomy, relatedness, and self-efficacy and examine the impact of intrinsic and extrinsic motivation on student learning. The course highlights research-based practices for fostering engagement with texts, both in and out of school, and explores how children’s and young adult literature, as well as digital literacies, can enhance student motivation. The culminating project involves developing classroom strategies to support motivation and engagement in literacy.
3. RED6334: Reading and Writing Across the Curriculum (3 Credits) In this course, educators will learn to integrate reading and writing skills across different subject areas. The course focuses on distinguishing between decoding and active, meaning-making reading strategies. Teachers will explore how to scaffold texts based on students' cultural backgrounds, interests, and reading abilities, using readability measures and Vygotsky’s Zone of Proximal Development theory. The course helps educators adapt their instruction to meet students where they are and support their literacy development across the curriculum.

This certificate prepares educators to apply advanced literacy practices that promote both academic success and a lifelong love of reading and learning.

The Graduate Certificate in Teacher Inquiry is designed for educators who seek to enhance their professional practice through reflective and systematic inquiry. This program equips teachers with the skills and tools necessary to engage in action research, promoting ongoing improvement in teaching and learning. The certificate is ideal for educators who want to critically examine their classroom practices and contribute to the broader body of educational research. It can be earned alongside a graduate degree or as a standalone program for non-degree seeking students.

The program includes the following courses:

1. EDG6067: Introduction to Teacher Inquiry (3 Credits) This foundational course introduces the principles and models of teacher inquiry, preparing educators to reflect critically on their teaching practice. Students will explore both historical and contemporary frameworks of teacher inquiry, comparing different approaches and theories. The course emphasizes the importance of reflective practice in education, encouraging students to engage in inquiry within their own professional contexts. By the end of the course, students will have a strong understanding of how teacher inquiry can drive personal and professional growth in educational settings.
2. EDG6911: Action Research in Education (6 Credits) (repeatable for a total of 6 credit hours) This course focuses on the practical implementation of action research, where educators conduct collective, collaborative, and self-reflective inquiry into their teaching practice. Students will learn how to develop research questions, collect and analyze data, and interpret and present their findings. The course emphasizes using the classroom as a research site to better understand educational dynamics, solve teaching challenges, and contribute to knowledge about teaching and learning. Action research also plays a role in shaping educational policy and decision-making. This course may be repeated for up to 6 credit hours, allowing for deeper engagement in multiple research projects.

This certificate empowers educators to become reflective practitioners and researchers, using inquiry and action research to make data-driven improvements in their classrooms and contribute to the field of education.

The Graduate Certificate in Teacher Leadership for Professional and Student Learning is designed for educators who aspire to lead and mentor their peers while enhancing student learning outcomes. This program equips educators with the skills needed to take on leadership roles within their schools, focusing on instructional leadership, inquiry-based professional development and coaching for effective teaching. The certificate can be pursued alongside a graduate degree or as a standalone credential for non-degree seeking students.

The program includes the following courses:

1. EDS6050: Instructional Leadership (3 Credits) This course provides an introduction to the theories, skills and dispositions essential for becoming an instructional leader in a school setting. Emphasizing the supervisory role, students will explore the responsibilities of instructional leaders in guiding and assessing teaching practices and systems. Special attention is given to the development of skills for evaluating instructional practices, promoting professional development, mentoring, and coaching. The course includes practical aspects such as leading meetings, using clinical development models, and reviewing evaluation documents for teachers and school leaders.
2. EDG6067: Introduction to Teacher Inquiry (3 Credits) This foundational course introduces the principles of teacher inquiry and prepares educators to critically examine and improve their professional practices. Students will explore various models of teacher inquiry, discussing both historical and contemporary frameworks. The course also emphasizes the application of inquiry within educators' professional contexts, encouraging reflective practice as a tool for ongoing improvement in teaching and leadership.
3. EDG6348: Coaching and Mentoring for Effective Teaching and Instruction (3 Credits) This course focuses on the role of instructional coaching as a form of professional development aimed at improving teaching and student outcomes. Participants will learn how to implement peer coaching structures, collaborate with colleagues and apply coaching cycles in real-world educational settings. The course includes a practicum where students will apply coaching techniques to support the development of effective teaching practices in their schools. The course prepares educators to serve as mentors, instructional coaches, and leaders within their professional communities.

This certificate prepares educators to take on leadership roles by developing their ability to mentor peers, lead professional development, and foster a collaborative environment that enhances both teaching quality and student learning outcomes.

The Graduate Certificate in Teaching Diverse Learners is designed for educators who seek to effectively teach students from diverse linguistic, cultural and socioeconomic backgrounds. This program prepares educators to implement research-based practices for teaching English language learners, differentiating instruction and promoting equity in multicultural and urban education settings. The certificate is available for students pursuing a graduate degree or as a standalone program for non-degree seeking students.

The program includes the following courses:

1. TSL 6345: Methods of Teaching in ESOL and Bilingual Settings (3 Credits) This course explores teaching methods for English as a second language (ESL) and bilingual classrooms in K-12 and adult education settings. Students will learn strategies and techniques for developing communication skills in listening, speaking, reading, and writing. Emphasis is placed on effective approaches for supporting English learners in achieving academic success while fostering language proficiency. The course also addresses the cultural and linguistic needs of diverse student populations in the classroom.
2. EDE 6205: Effective Practices for Differentiating Instruction (3 Credits) This course prepares educators to differentiate instruction to meet the diverse social, physical, and cognitive needs of students. Students will learn practical strategies for modifying content, instructional techniques, and assessment methods to accommodate a wide range of learning styles and abilities. The course also covers the theoretical foundations of differentiation, helping educators to create inclusive classrooms where all students can succeed.
3. EDF 6687: Foundations of Multicultural and Urban Education (3 Credits) In this course, students will explore educational frameworks that address the unique challenges of teaching in multicultural and urban school settings. Topics include critical race theory, culturally responsive teaching, and understanding the social, cultural, and economic factors that impact students-of-color and those living in poverty. The course emphasizes deconstructing myths and misconceptions about urban education and equips educators with the tools to create equitable learning environments that promote social justice and close opportunity gaps.

This certificate equips educators with the knowledge and skills needed to teach diverse learners effectively, fostering culturally responsive classrooms that support the academic and social success of all students.

The Graduate Certificate in Teaching English to Speakers of Other Languages (TESOL) is designed to provide advanced knowledge and skills for teaching English Language Learners (ELLs) of all ages. This program prepares educators to effectively teach English both in the U.S. and abroad, with an emphasis on linguistics, pedagogy, and cultural understanding. Graduates are eligible to apply for the ESOL endorsement to be added to their existing Florida teaching certificate and may also pursue international teaching opportunities. The certificate is available for students pursuing a graduate degree or as a standalone program for non-degree seeking students.

Key highlights of the program include:

• Fully Online Curriculum.
• Opportunities for overseas teaching (e.g., South Korea, China, Mexico) while completing the certificate.
• Focus on language fundamentals, cultural awareness and pedagogical training.
• Practical teaching experiences embedded within coursework.

The program includes the following courses:

1. TSL 6345: Methods of Teaching in ESOL and Bilingual Settings (3 Credits) This course covers teaching methods and strategies for developing communication skills (listening, speaking, reading, and writing) in English learners. It is designed for educators working with K-12 students and adults, focusing on effective instructional practices in ESOL and bilingual settings.
2. TSL 6254: Applied Linguistics and Grammar for Educators (3 Credits) This course introduces educators to the key elements of English grammar, including parts of speech and sentence structure, through a descriptive approach. Students will explore major linguistic concepts such as phonetics, phonology, morphology, syntax, and semantics, with a focus on their application in teaching English learners.
3. TSL 6325: TESOL Methods: Content Instruction (3 Credits) This course emphasizes effective instructional methods for teaching content areas (e.g., math, science, history) to emergent bilinguals and multilingual students. Topics include curriculum standards, assessment practices for ELLs, classroom management, and instructional design for content-based ESOL instruction. A minimum of 15 hours of fieldwork in ESOL settings is required.

The program equips educators with the knowledge and practical skills to support English language learners both domestically and internationally, enhancing their professional expertise and opening doors to global teaching opportunities.

This Personalized Graduate Course Pairing aligns with the Florida Department of Education (FLDOE) requirements for Alternative Teacher Certification Competencies. These courses integrate key elements of instructional practice, classroom management, learning theories, assessment, and strategies for teaching diverse learners. Designed for educators aiming to enhance their ability to create inclusive, culturally responsive classrooms, the pairing equips them to effectively meet the needs of students from diverse backgrounds, including English learners and students with exceptionalities. The courses offer a blend of practical, evidence-based strategies and theoretical frameworks that support effective teaching and learning. This program is available both for students pursuing a graduate degree and as a standalone option for non-degree seeking students.

Course Descriptions:

1. EDG 6415: Principles of Instruction and Classroom Management (3 Credits) This course provides a comprehensive foundation for developing culturally responsive classroom management strategies. It emphasizes creating inclusive and caring environments that respect students' cultural backgrounds, including nonverbal communication practices and culturally appropriate management strategies. Educators will reflect on their own assumptions while learning how to create emotionally and physically safe learning communities, especially in diverse U.S. public secondary schools.
2. EDF 6237: Principles of Learning and Introduction to Classroom Assessment (3 Credits) This course covers major learning theories such as Behaviorism, Social Cognitive Theory, and Socioculturalism, along with motivation and development of learners. It contextualizes these theories for classroom applications and also includes formal and informal assessment strategies. The course helps educators develop a framework for assessment that promotes fairness toward culturally diverse students, English learners, and students with exceptionalities, while preparing them for state-mandated assessments.
3. EEX 5075: Teaching Students with Exceptionalities in Inclusive Settings (3 Credits) This course provides foundational knowledge in special education laws, terminology, and the characteristics of students with disabilities. It equips educators with evidence-based instructional and behavior strategies for teaching students with disabilities in general education settings. The course also emphasizes collaboration between educators and parents to support students with exceptionalities.
4. TSL 6345: Methods of Teaching in ESOL and Bilingual Settings (3 Credits) This course focuses on strategies for teaching English as a second language in K-12 and adult education programs. Educators will learn methods for developing communication skills (listening, speaking, reading, and writing) in English learners, with an emphasis on effective teaching practices that address the linguistic and cultural needs of diverse students.

One of the Following Courses:

1. RED 6657: Evidence-Based Literacy Instruction (3 Credits) This course provides scientifically based reading instruction to support students in developing oral language, phonological awareness, decoding, and fluency skills. Students will explore early language acquisition, linguistic characteristics, and the relationship between oral language and decoding skills. Emphasis is placed on vocabulary and comprehension in reading acquisition. The course prepares educators to use explicit, systematic, and multisensory approaches in reading instruction and to apply evidence-based practices for identifying reading difficulties, including dyslexia and English learners. Instructional strategies are tailored to individual student needs based on data.
2. RED 6656: Advanced Foundations of Reading (3 Credits) This course presents reading as a language process, exploring models, materials, and skill development used in reading instruction. It examines reading instruction from historical perspectives, considering trends, innovations, and the role of technology. Educators will gain an understanding of the evolution of reading instruction and apply this knowledge to their teaching practice.

Personalized Learning Benefits:

By completing this course pairing, educators will gain a comprehensive skill set that addresses classroom management, differentiated instruction, learning theories, and literacy development. This combination of courses empowers educators to create inclusive, culturally responsive learning environments while effectively teaching and assessing diverse learners, including English learners and students with disabilities. These skills will enable educators to foster equity and academic success in their classrooms.

The Graduate Certificate in Early Childhood Education is designed for educators and professionals who are passionate about supporting the growth, development, and well-being of young children from birth through age eight. Grounded in developmentally appropriate practices and informed by current research, this program prepares individuals to design and implement responsive, inclusive learning experiences in early childhood settings. The certificate can be completed as part of a graduate degree or as a standalone option for non-degree seeking students.

The program includes the following courses:

1. EEC 6261: Program Planning for Infants, Toddlers, and Young Children (3 Credits) This course provides an in-depth exploration of culturally, linguistically, and developmentally appropriate programs for infants, toddlers, and young children in community-based settings. Emphasis is placed on understanding child development within the context of family and community, with special attention to how young children grow and learn across developmental domains.
2. EEC 6611: Early Childhood Education (3 Credits) This course examines the theoretical foundations and evolving trends in early childhood education programs for primary-aged children. Students will engage with research and best practices that inform the design of effective, developmentally appropriate learning environments in preschool and early elementary settings.
3. EEC 6756: Social-Emotional Learning and the Young Child (3 Credits) Focusing on children from birth to age eight, this course explores how social-emotional learning (SEL) connects to cognitive, language, and adaptive development. Students will investigate the role of relationships—particularly parent-child and teacher-child interactions—in shaping children’s social competence and emotional well-being.
4. EEC 6944: Practicum in Early Childhood Education (3 Credits) In this field-based course, students observe and analyze teaching practices in early childhood classrooms, with an emphasis on primary-aged children. Participants select a focus area aligned with their professional interests and engage in guided reflection to deepen their understanding of effective instruction.
5. Electives (6 Credits) Students will select two graduate-level electives (5000-level or higher) in consultation with a faculty advisor. At least one elective must carry an RED or LAE prefix, focusing on reading or language arts. Electives should enhance each student’s pedagogical, curricular, or content-area knowledge and be aligned with individual career goals.

This certificate equips educators with the skills, knowledge, and practical experience to create nurturing, developmentally appropriate environments that promote early learning and holistic development in young children.

1. A baccalaureate degree from an accepted institutional accreditor, or its equivalent from a foreign institution, with a GPA of 3.0 or higher in all work attempted in the last 60 credit hours of undergraduate study.

   Application and Fee

   Prospective students are required to use our online system to create an account and submit an application. The application opens approximately one year in advance and is only good for the term and program in which it is submitted. Applicants who have submitted their application and wish to change their admission term or major/concentration may submit a new application and associated application fee. If you would like to cancel an open application, please contact us.

   A $30 (USD) application fee is required regardless of previous enrollment. The application fee is non-refundable and cannot be waived. Undergraduate application fees cannot be used for a graduate application, and vise versa. The application fee must be submitted prior to the review of an application.

   Current students who would like to add or change a major, concentration or certificate should submit the Change of Concentration or Major form.

   College Transcripts

   All applicants must provide transcripts from a U.S. institution accredited by an accepted institutional accreditor or its equivalent from a non-US institution that awarded the bachelor’s degree and master’s degree, if applicable, and transcripts from institutions where any post-baccalaureate and/or graduate credits were earned.

   All admits must provide official transcripts.

   All international transcripts will require a course-by-course evaluation by an approved third-party credential evaluation agency unless a graduate program has established an alternative credential evaluation procedure that is approved by the graduate school. To be accepted, the evaluation must be:

   1. Translated to English and be the U.S. equivalent
   2. Evaluated course-by-course
   3. Include the overall academic GPA
   4. Be from an approved third-party accredited evaluation service. Recommended evaluation agencies: 
      • SpanTran. They have created a custom application for UNF that will make sure you select the right kind of evaluation at a discounted rate. You can access their application through the SpanTran Application - UNF Graduate School portal.
      • Josef Silny & Associates, Inc.
      • World Education Services

   Important Notes

   • The UNF Graduate School cannot request transcripts on an applicants behalf.
   • Unofficial transcript copies are accepted for admissions but must clearly state the institution name, student name, course information, terms, grades, and credits. Degree audits are not accepted. Admitted students will be prompted to provide official transcripts. 
   • If currently enrolled in courses, an incomplete transcript must be submitted before the posted deadline. 
   • Applicants who also have to apply through systems such as ATCAS or PTCAS, must submit separate transcripts to UNF. 
   • Official transcripts must:
     • Must be less than one year old from the date of printing
     • Must be submitted in a sealed envelope from your institution, or emailed through official electronic means.
   • When requesting college transcripts, please verify with your institution(s) whether or not they are able to submit electronic transcripts in the proper EDI format. Institutions can submit transcripts via e-mail to graduateschool@unf.edu from an approved vendor such as ScriptSafe, Credentials, or Parchment. 
   • Former or current UNF students should not request UNF transcripts. After application submission, the UNF requirement will be updated to a "waived" status.

   Where do I send transcripts?

   Mail

   UNF Graduate School
   1 UNF Drive
   Jacksonville, FL 32224

   Email

   graduateschool@unf.edu

• Professional licensure
  • Applicants must hold a valid professional teaching license from any state or international equivalent (teachers with temporary licensure should apply to the Master of Arts in Teaching program)
• Applicants not meeting the 3.0 minimum GPA requirement may contact the graduate program director for additional admission criteria options

Deadlines and Documents

The program application deadlines below are for international students who are seeking F1/J1 visas. While these deadlines are not mandatory, we encourage students to complete their applications and submit all immigration documents at least two months prior to the regular program deadlines to ensure timely visa processing. For most programs, the international deadlines are:

• Fall: June 1
• Spring: October 1

For programs with fall deadlines earlier than June 1 and spring deadlines earlier than October 1, the international deadlines are the same as the program deadlines. Please direct questions to the International Center.

According to U.S. immigration regulations, immigration documents can only be issued for students who are fully admitted to a full-time, on-campus, in-person, degree-seeking program. F-1/J-1 students cannot pursue online degree programs, part-time enrollment, or certificate programs; please see the list of F-1 Non-Qualifying Degree Programs and contact the International Center for more information. This list is subject to change. 

English Language Proficiency

All international applicants, except those from an English-speaking country, are required to demonstrate English Language Proficiency by meeting the indicators listedon the English Language Proficiency page.

Affidavit of Financial Support and Bank Certification

The Affidavit is a legal document which is signed by the sponsor (the person who will be providing the funds) stating the amount of funds that she/he will provide for the educational expenses of the student applicant and then certified by a bank official that the sponsor does have that amount of funds in their account. This form represents an obligation on the part of the sponsor to provide the required amount of funds as indicated on the form. Please review the Estimated Cost of Attendance for International Students to determine the amount of funds needed to be written on the Affidavit.

All documentation and immigration inquiries should be sent to the UNF International Center.

Immunization Documentation Form and Health Insurance

All international students are required to submit proof of required vaccinations and health insurance. Please refer to the Office of Medical Compliance with any questions.

*International students must be fully admitted to a full-time, on-campus, in-person, degree-seeking program at the University of North Florida. Please contact the International Center for more information.