Roger Williams University

What you'll study

This undergraduate programme combines foundational coursework in learning theory and child/adolescent development with specialised methods classes tied to specific levels (for example, early childhood/elementary or secondary) and subject areas (such as mathematics, science, English/language arts, or social studies). Core modules typically include curriculum design and assessment, classroom management and behaviour strategies, instructional technology for teaching and learning, inclusive practices and differentiation, literacy acquisition, and classroom assessment and data use.

• Foundations of Education: learning theory, human development, ethics and the role of the teacher.
• Methods and Curriculum Courses: level- and subject-specific pedagogy (elementary methods, secondary content pedagogy, reading/literacy across the curriculum).
• Assessment and Data-informed Instruction: formative and summative assessment, using assessment data to plan instruction.
• Inclusive and Special Education Practices: differentiated instruction, co-teaching models, Universal Design for Learning (UDL), supports for diverse learners.
• Educational Technology: integrating digital tools, remote and blended approaches, and media literacy.
• Professional Development and Leadership: reflective practice, mentorship, action research and strategies for ongoing professional growth.
• Clinical Practice / Student Teaching: progressive field experiences in partner schools culminating in an extended supervised student-teaching placement and a professional portfolio or capstone project.

The programme emphasises practicum experiences in local school districts so students apply theory to practice and build the professional competencies required by state certification systems. Coursework typically includes collaborative projects, lesson planning, micro-teaching, classroom observation, and supervised instruction under mentor teachers.

Entry requirements

Applicants normally need a high school diploma or recognised secondary-school credential. Typical entry expectations include a competitive cumulative GPA, evidence of preparedness in relevant subject areas (for subject-specific routes), and completion of prerequisite courses such as English and mathematics. Admissions commonly request a personal statement or statement of purpose explaining interest in teaching, academic transcripts, and two academic or professional references.

Conditional progression to practicum and student-teaching placements usually requires background checks, health clearances (such as immunisation documentation), and completion of foundational education coursework. Some candidates may also participate in an interview or demonstration lesson as part of the selection process for clinical placements. For students seeking state licensure after graduation, additional certification assessments and state-specific requirements will apply.

Career prospects

Graduates are prepared to enter teaching roles at the level and in the subject area specified by their programme pathway, including early childhood and elementary classrooms or subject-specific secondary classrooms. With the supervised clinical experience and professional portfolio developed during the degree, many graduates pursue initial teacher licensure and work as classroom teachers in public and independent schools.

• Classroom teacher (elementary, middle or secondary)
• Special education teacher or inclusion specialist
• Instructional coach, curriculum developer or literacy specialist
• School or district-based professional development coordinator
• Educational consultant or programme coordinator in non-profit and community education settings
• Further study and leadership roles, such as master's programmes in education, educational leadership or specialised graduate certificates

The emphasis on professional development and reflective practice also prepares graduates for roles that support teacher learning and school improvement, including mentoring, peer coaching and curriculum leadership.

Why study at Roger Williams University

Roger Williams University offers a teaching programme with close faculty mentoring, small seminar-style classes and extensive partnerships with local school districts across Rhode Island and neighbouring communities. Students benefit from scaffolded field experiences that increase in responsibility, allowing them to build teaching skills in a range of classroom settings under experienced mentor teachers.

The university promotes an interdisciplinary approach that connects education coursework with resources across campus—such as technology services, psychology and social sciences—helping students design evidence-informed instruction for diverse learners. Graduates leave with a professional portfolio, practical classroom experience and guidance on meeting state certification requirements and continuing professional development.

Overall, the programme is suited to students seeking hands-on preparation for teaching combined with intentional training in lifelong professional growth and leadership within schools.