Elementary Education Major

The Path to Your Dream Career

Just a few of the many career options include:

• Camp/Recreation Director
• Child Care Administrator
• Early Childhood Educator Grades PreK-2
• Early Intervention-Developmental Specialist
• Elementary Teacher Grades 1-6
• Infant or Toddler Teacher
• Paraprofessional
• Preschool Educator
• Teacher of Students with Moderate Disabilities - Grades PreK-8
• Youth and Family Advocate

Our Alumni in the Field

Our alumni are leading the way at:

• Boston Public Schools
• Braintree Public Schools
• Bright Horizons Family Solutions
• Canton Public Schools
• Gilson JCC Early Learning Center
• Needham Public Schools
• Plymouth Public Schools
• Quincy Public Schools
• RCS Behavioral and Education Services
• South Bay Early Intervention
• St. Alban’s Child Enrichment Center
• Taunton Public Schools
• The SPARK Center
• Various charter schools

Massachusetts Tests for Educator Licensure (MTEL)
Title II, Section 207 of the Higher Education Act requires all institutions with teacher preparation programs that enroll students who receive federal financial assistance to prepare annual reports on teacher preparation and licensing.

Note: Curry College had a 100% pass rate for all program completers during the 2021-2022 reporting year.

Information about Curry pass rates is available upon request by contacting the Licensure Officer/Title II Coordinator, (617) 333-2196.

The Massachusetts Tests for Educator Licensure are administered Monday-Saturday at designated test centers in Massachusetts and in many states each academic year. Additional information regarding all state testing is available through the Massachusetts Department of Elementary and Secondary Education,  Office of Educator Licensure, 75 Pleasant Street Malden, MA 02148-9140; Telephone: (781) 338-6600; www.mtel.nesinc.com. For additional information about Curry College's testing requirements, please contact Curry College Licensure Officer at 617-333-2196.

Related:

• Education Initial Licensure: Licensure Requirements by State

1. Plan thoughtful, appropriate learning experiences that meet group and individual needs aligned with workplace expectations and state / federal / agency frameworks or guidelines.
2. Carry out well-developed plans and assess regularly and systematically both individual outcomes and the quality of instruction.
3. Establish, manage, and maintain effective learning environments with attention to positive social, emotional, physical and cognitive climates.
4. Promote equity through culturally responsive practices and to continually seek to deepen one's knowledge and understanding within a constantly changing society.  This includes, but is not limited to, the complexity and interaction of the following: achievement, individual gifts learning situations and content, family structures, race and cultural identity, gender, abilities/disabilities, varied learning styles across varied learning situations and content, socio-economic status, religion, language and linguistic differences.
5. Demonstrate professionalism and leadership toward a just society.
   1. understand his/her legal and moral responsibilities
   2. advocate for the health and well being of all
   3. demonstrate reflective practices as a means to grow and to question
   4. hold a disposition toward critical analysis and evaluation of ever-changing practices, (including technologies), processes, content,  and oral forms
   5. demonstrate the  ability to communicate one's ideas clearly in written and oral forms