Advanced Certification Elementary (ACE)
If you already have a Bachelor’s degree, completing our license certification program will satisfy the requirements needed to receive your teacher’s license in Wisconsin. Advanced Certification Elementary is a post-baccalaureate program designed to prepare you for initial licensure in elementary Regular Education (777) and Middle Childhood-Early Adolescence (72) with the option of earning a Master of Arts in Education degree with a concentration in Teaching and Learning through the completion of three additional courses. The program was developed in conjunction with the goals and standards of the Wisconsin Department of Public Instruction and the Association for Childhood Education International.
What’s more, you’ll work with experienced faculty leaders who offer responsive and supportive advising and are dedicated to helping you meet your individual and professional goals. We will guide you through the process of applying for your DPI license and provide assistance in helping you find a teaching position.
- Program Highlights
- Cohort model starts once a year in August (Fall)
- Licensure courses can be completed in 21 months
- Courses offered in the evening or weekends
- Also features optional add-on licensure certification in English as a Second Language (ESL) and Bilingual Education
- Courses can be applied to a master’s degree by completing 6 additional credits
- During practicums and student teaching, students have the opportunity to work with experienced teachers in their own or other classroom settings.
- Students’ previous coursework may be counted towards licensure.
- Our small class size promotes a sense of community and facilitates individualized instruction.
- Edgewood College has been recognized by U.S. News & World Report as a “Best National University,” among “America’s Best Colleges” by Forbes, and a “Best in the Midwest College” by Princeton Review.
- License and Degree Requirements
Students pursuing certification for Regular Education (777) and Middle Childhood-Early Adolescence (72) licensure complete the following course sequence. Classes meet on evenings or Saturdays at either our Monroe Street or Deming Way campus locations. Licensure courses can be completed in 21 months.
- ED 661 Integrative Classroom Environments
- ED 635 Diversity in the Classroom
- ED 681 Child Development and Exceptionalities
- ED 682 Children’s Literature
Methods and Students Teaching
- MTH 101 Introduction to Problem Solving
- MTH 602 Research and Practice Arithmetic
- MTH 603 Research and Practice Geometry
- ED 667 Science Explorations and Methods
- ED 685 Integrating the Arts in Elementary Curriculum
- ED 683A Reading and Language Arts Methods I
- ED 683B Reading and Language Arts Methods II
- ED 684 Social Studies Methods
- ED 660B Reflections in Practice
- ED 697 Student Teaching MC-EA
OPTIONAL: English as a Second Language (ESL) Add-on Licensing
Second Language Acquisition in the Content Areas
ESL Curriculum Design and Assessment
Formal to Functional Linguistics
Student Teaching MC-EA & ESL
OPTIONAL: Bilingual Education Add-on Licensing
Language Acquisition in the Content Areas
Language Analysis and Bilingualism
Bilingual Curriculum Design and Assessment
Student Teaching MC-EA:Bilingual
Master Degree Courses
Students who also wish to pursue the Master of Arts in Education option complete the following two additional courses: (6 graduate credits total):
- ED 603 Introduction to Educational Research
- ED 692 Research Capstone Project
- Tuition and Financial Aid
Graduate tuition for the 2017-18 academic year is $930 per credit. You can expect that cost to rise by approximately 3.5% per year in the future.
Most students complete the 42 credits required for the Initial Regular Elementary Education - Middle Childhood Early Adolescence license in 2 years. Another 6 credits completes the Master’s degree.
Based on current tuition rates, the estimated total tuition cost to complete the license requirement would be approximately $39,060. The projected total tuition cost to achieve both the license and the Master’s degree would be $44,640.
Graduate students are eligible for financial aid in the form of Federal Stafford Loans. Learn more about Stafford Loans, including eligibility requirements and application instructions.
Our admissions and financial aid counselors have worked with thousands of students who have questioned how they could afford to complete their graduate education. They will use their experience to suggest creative solutions for financing your education. We work with students and organizations to manage tuition reimbursement plans, extend tuition discounts to various corporate partners in the region, offer third party billing and monthly payment plans, and work with veterans to maximize their available aid.
Don’t think you can do it? Edgewood College thinks you can!
- Admission Requirements
Applicants must meet all of the requirements for admission to the graduate program.
- Provide evidence of a baccalaureate or more advanced degree from a United States regionally accredited or equivalent post-secondary institution with a cumulative grade point average of at least 2.75 on a 4.0 scale for regular admission status. The cumulative grade point average is computed on the highest degree held at the time of application to the Edgewood College graduate program.
- Complete and submit application (including $30 fee) via the Graduate Application webpage. Priority application deadline - August 1. This application is for graduate students who want to pursue a Master’s degree, license or certificate, or take courses as a non-degree student.
- Request that official transcripts for all undergraduate and graduate academic credits received from each post-secondary institutions you attended be sent directly to Edgewood College Graduate and Professional Studies.
- Provide two letters of recommendation from college or university professors, supervisors, and/or professional colleagues who can focus on the probability of your success in graduate school. Letter of Recommendation Guidelines
- Submit a written statement listing the reasons why you think you will be successful in graduate school; cite how specific background experiences will aid in your success as a student.
- Submit passing Entrance Exam Scores prior to the start of classes. Candidates must take and pass Praxis Core Academic Skills for Educators (CORE) Tests (CORE Reading 5712, CORE Writing 5722, CORE Math 5732) or submit GRE, ACT or SAT scores less than ten years old. Information about Wisconsin Praxis Test requirement, study materials and registration assistance is available here.
Tutoring for Praxis exams is available through Edgewood College.
In Madison, the computer-based version of Praxis Tests can be taken at:
Prometric Testing Center:
Madison, WI 53704
The priority application deadline for the Advanced Certification program is July 1. All required application materials should be submitted by the deadline. Applications received after the deadline will be reviewed on a case-by-case basis.
International Students may have additional admission requirements. Learn more.
- Meet Your Faculty
Lisa Carey, MEd
Director, Advanced Certification Elementary Program
Lisa Carey is the Director of the Advanced Certification Elementary Program. She holds a Bachelor of Science in Elementary Education which she earned at the University of Wisconsin-Madison. She earned her Master of Education in Instructional Leadership from Loyola University. She teaches social studies methods courses for the ACE program as well as courses for undergraduate education programs.
Cynthia Perry, Ed.D.
Cynthia Perry Ed.D., is an Associate Professor of Education at Edgewood College.
She teaches undergraduate special education and methods courses and graduate-level courses for the Advanced Certification Elementary (ACE) program.
Dr. Perry has served as a consultant for home-school teachers and provided staff, curriculum, instructional and assessment development for teachers of special needs children. Additionally, she has spoken to women throughout the country at churches, women's ministry conferences, and other venues on such subjects as ministry, training and development of teachers and parents of special needs children, and spiritual growth.
She also speaks, along with her husband, Dwight, at Becoming One, their increasingly popular national conference on marriage. She has written in such areas as prayer, women's ministry, and special education. Her chapter, "Kids in Constant Motion: How Can the Church Work More Effectively with Children with ADD/ADHD," in Building Unity in the Church in the New Millennium (Moody Press), is a landmark work in the area of the church reaching out to those with special needs.
Dana Hagerman, Ph.D.
Director, Clinical Experiences
Dana Hagerman has been the Director of Clinical Experiences at Edgewood College since July of 2011. She earned her PhD in December 2013 from the University of Wisconsin- Madison, Department of Curriculum and Instruction. Dana has taught both first and third grade and is passionate about teaching young students how to read and write.
Her research interests include early language and literacy practices, teacher education, and teaching literacy with a social justice emphasis. Her dissertation, Funds of Knowledge and Apprenticeship Practices: A Longitudinal Case Study of One Nepali Immigrant Student’s Language and Literacy Learning, spans across three years of data collection.
Dana also serves on a task force for the Department of Public Instruction for the Teacher Performance Assessment (edTPA), a high stakes assessment that must be passed by all teacher candidates beginning in August 2015.
Donna Vukelich-Selva, Ph.D.
Donna Vukelich-Selva has taught at Edgewood College since 2008. Previously she founded and ran a study abroad program for US college students in Nicaragua, and taught at a K-12 bilingual school in Managua, Nicaragua. Donna teaches both undergraduate courses in the School of Education, as well as graduate courses in the CTELL/TESOL program. She also teaches in Edgewood’s COR program for freshman students, offering a course on the history of immigration in the United States that is cross-listed with Ethnic Studies. Among her college responsibilities, Donna serves on the advisory board for Edgewood’s Center for Multicultural Education. Donna’s research interests include critical race theory, education and immigration, bilingual education and restorative justice. She has been active in the Madison community for many years.
Julie Luecke, Ph.D.
Julie C. Luecke, Associate Professor in the School of Education, received her BS in Elementary Education from the University of Wisconsin-Madison, her M.Ed. in Curriculum from the University of Illinois at Urbana-Champaign, and her Ph.D. in Curriculum and Instruction from the University of Wisconsin-Madison. She was an elementary classroom teacher for nine years before moving into higher education. During her graduate studies, she took a year off to volunteer at Ongwediva College of Education in Namibia, and joined the Edgewood faculty in 2006. She teaches undergraduate courses in educational foundations, courses in children's literature for the undergraduate program and Advanced Certification Elementary (ACE) graduate program, and a course for the Edgewood College COR program, The Conception of Gender. This class grows out of Julie's research interests in building support structures for gender creative students and their peers, both through educational policy and practice and through children's and young adult literature.
Jed Hopkins, Ph.D.
Associate Professor and Director of Masters Degree Program in Reading
Jed Hopkins is Associate Professor of Education at Edgewood College in Madison, WI. He received his Ph.D in the Department of Curriculum and Instruction at the University of Minnesota in 2009. Hopkins began his teaching career in London, England as an Elementary teacher almost thirty years ago. Since then he has taught at numerous levels from elementary through middle as well as college pre-service and in-service teachers at the undergraduate and graduate levels. His teaching and research interests straddle Literacy, Teacher Education, Drama-in-Education, and Philosophy of Education. Hopkins is particularly interested in appropriating neo-Heideggerian phenomenology and systemic functional linguistics for his work in teacher education.
Senior Adjunct Instructor