Virtual Graduate Information Sessions
Register TodayThe Master of Childhood Education Program was launched in 2026 to serve Canadian educators.
This flexible, online curriculum is designed to meet the needs of working professionals, with field placements (practicum and student teaching) available across Ontario.
This single certification program is for individuals seeking certification in childhood education from the State of New York who do not possess any teacher certification. After they obtain initial certification in Childhood Education, Canadian students will apply through Ontario Teacher College as an Internationally Educated Teacher. Students must possess a bachelor’s degree, from an accredited college or university, in an acceptable liberal arts concentration.
Once the master’s program is completed, the student will apply to New York State for initial certification and . The institution will also recommend the individual for professional certification in the same area. Professional certification will be granted by the state when all requirements are complete, including three years of full-time teaching experience.
Pursuant to §52.21 of the regulations of the Commissioner of Education, the educator preparation programs offered by 51¸£ÀûÉç are considered to be continuously accredited for purposes of meeting the New York State requirement that all such programs maintain continuous accreditation. 51¸£ÀûÉç is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP).
Program Benefits
- Programs can be completed in as little as 16 months.
- Small class sizes increase interaction between students and dedicated faculty who provide personalized attention and support.
- Programs are offered fully online, with one synchronous evening a week, to accommodate demanding schedules.
- All fieldwork for this program is completed in Ontario.
Certification
This single certification program is for individuals seeking certification in childhood education from the State of New York who do not possess any teacher certification.
Once the master’s program is completed, the student will apply to New York State for initial certification and complete all necessary New York State Education Department requirements for initial certification in Childhood Education (Grades 1-6). The institution will also recommend the individual for professional certification in the same area. Professional certification will be granted by New York State when all requirements are complete, including three years of full-time teaching experience.
Most Ontario-based students will not obtain professional-level certification in New York. After they obtain initial certification in Childhood Education, they will apply through .
Learning through Video Analysis
Students use the video analysis tool, , to reflect, gather feedback, and evaluate their teaching performance. When they enter the field, they record themselves teaching. This guides debrief sessions with their supervisors to help identify areas for growth and improvement.
Thirty percent tuition scholarship awarded to accepted education students with a GPA of 2.7 or above.
Career Outlook
51¸£ÀûÉç graduates have the skills, knowledge and experience to create valuable lesson plans aligned to New York State’s Next Generation learning standards. They have a thorough understanding of laws that protect students, and current issues in the field of education, which is sought after by employers. Graduates will also gain a strong foundation in inclusive education, which prepares graduates to customize learning for ALL students including students with disabilities and those for whom English is not their first language.
Popular career opportunities for our graduates include:
- Primary/Junior Teachers (Kindergarten to Grade 6)
- Supply Teachers
- Special education teachers (after earning additional qualifications in special education in Ontario)
Program Specifics
This program is designed to lead to NYS Certification in Childhood Education (Grades 1-6). All teacher preparation programs at 51¸£ÀûÉç utilize InTASC (2013) Standards as program goals/objectives:
The Learner and Learning
- Goal #1: Learner Development. The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implåements developmentally appropriate and challenging learning experiences.
- Goal #2: Learning Differences. The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Goal #3: Learning Environments. The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Content
- Goal #4: Content Knowledge. The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
- Goal #5: Application of Content. The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Instructional Practice
- Goal #6: Assessment. The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- Goal #7: Planning for Instruction. The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Goal #8: Instructional Strategies. The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Professional Responsibility
- Goal #9: Professional Learning and Ethical Practice. The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Goal #10: Leadership and Collaboration. The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
In addition to satisfying the general criteria for graduate admission to 51¸£ÀûÉç, applicants must:
- Upon acceptance, possess a cumulative undergraduate grade point average of 3.00 or above* (on a 4.00 scale).
- Submit two letters of recommendation, preferably including one professional reference and one (1) character reference.
- Include a copy of a current resume.
- Applicants to this initial/professional program must (a) show proof of graduation with a Bachelor’s degree; and (b) demonstrate completion of the childhood education content core**
* In the event the applicant does not possess a cumulative undergraduate grade point average of 3.00 or above (on a 4.00 scale), they may be admitted on a conditional basis, in accordance with New York State regulations. Conditionally admitted candidates must earn a B- or better and maintain a cumulative GPA of 3.00 or better to remain in the program.
** Students may be admitted without this requirement met, however, they must complete them before they are cleared for graduation and are recommended for certification.
Upon application, we review undergraduate transcripts to ensure a minimum of 30 credits across the Childhood Education Content Core are evident on the transcripts, which includes coursework across the following areas: the arts; health, physical education and family and consumer sciences; science and technology; career development and occupational studies; world languages; social studies; English language arts; mathematics. If an applicant is missing any credits, they will be required to complete remaining credits at an accredited institution, through CLEP exams, or through a department-approved list of courses that have been evaluated for college credit by ACE or NCCRS.
Accreditation
51¸£ÀûÉç is a member in good standing of the , a national accrediting organization recognized by the Council for Higher Education Accreditation. The programs listed below have been awarded full accreditation by AAQEP through June 30, 2030. Accreditation acknowledges that a program prepares effective educators who continue to grow as professionals and has demonstrated the commitment and capacity to maintain quality.