The Department of Education has a tradition of service to urban and Catholic schools and we provide candidates with numerous opportunities to further their development as educational professionals. Each Catholic University candidate uses this reflective model as a complex approach to instruction to reflect on situations and use that reflection to improve one’s practice.
Explore our Undergraduate and Graduate programs to find out how you can begin or continue your path in the field of education.
The Department of Education is currently offering the following programs, which have been identified, reviewed, and accredited by NCATE:
- Early childhood education (PreK-3rd grade): initial- BA
- Elementary education (1st-6th grade): initial- BA
- Secondary English education (7th-12th grade): initial- BA, MA, or BA/MA
- Secondary mathematics education (7th-12th grade): initial- BA, MA, or BS/MA
- Secondary social studies education (7th-12th grade): initial- BA, MA, or BA/MA
The date of the EPP's next accreditation visit is in December 2021.
Those interesting in a teaching career should explore our programs in early childhood education, elementary, and secondary education. For those not interested in teaching, our program in education studies provides students with the skills they need for employment in a variety of educational settings.Learn More
By providing quality programs with common historical, philosophical, psychological, sociological, and research foundations, the department prepares graduates to contribute to the academic, personal, and social development of all students.Learn More
Catholic University EPP Diversity Statement: Vision and Mission
The Educator Preparation Provider (EPP) of The Catholic University of America strives to attract, support, and retain diverse candidates, faculty, and staff through our commitment to social justice, our academically vibrant community, and our support of all individuals in achieving their full potential. We pursue excellence in teaching, research, service, outreach, and diversity as our foundational goals.
We aim to create a welcoming, anti-racist, anti-bias, and inclusive community for people from every background; value the contributions of all students, candidates, faculty, and staff; and respect the pronounced ways their experience, identity, status, culture, ethnicity, gender, language, background, abilities, expectations, views, and opinions impact all members of our community.
As we value diversity, equity, and inclusion, our mission is to prepare professionals to overcome the challenges in educational settings by implementing research- and evidenced-based solutions informed by theory, research, and technology; foster a culture of reflective practice and inquiry within a diverse and global community of students, faculty, and staff; provide leadership in the improvement of all students' education locally, nationally, and globally; and be committed to diversity by practicing mutual respect for qualities and experiences that are different from their own and provide and adapt instruction to meet the needs of each student. By seeing each student as a unique and valuable individual, our candidates are expected to carry out the key elements of their own faith in a way that validates the worthiness of each student while acting as a role model of personal integrity. For the same reason, we also aspire to prepare future educators who understand the role of technology in the modern classroom, both as tools for diverse students to master and as an educational tool to enrich all diverse students' learning opportunities.
We demonstrate our commitment to diversity and inclusion by our efforts to increase the demographic diversity of our faculty, staff, and candidates and increase our candidates' exposure to diverse student populations.
CAEP Accreditation Site Visit - Call for 3rd Party Comment
The Department of Education at The Catholic University of America in Washington, D.C. is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on December 12-14, 2021. Interested parties are invited to submit third-party comments to the evaluation team. Please note that comments must address substantive matters related to the quality of professional education programs offered and should specify the party's relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).
Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:
- In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
- A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
- Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.
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