Elementary Education (BSEd)

Elementary education candidates fulfill requirements in general education and pass the PRAXIS Core Academic Skills for Educators (CORE) exam in their freshman year; they begin professional education coursework in their junior year. Elementary education candidates must maintain a cumulative GPA of 2.70 and a 2.70 GPA in the major. For more information regarding admission requirements and certification policies, see Teacher Education  in this catalog.

Student Learning Outcomes

• Teacher candidates use their understanding of child growth and development, individual differences, and diverse families, cultures and communities to plan and implement inclusive learning environments that provide each child with equitable access to high quality learning experiences that engage and create learning opportunities for them to meet high standards. They work collaboratively with families to gain a holistic perspective on children’s strengths and needs and how to motivate their learning. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Problem Solving; Teamwork; Civic Knowledge and Engagement; Intercultural Knowledge; Diversity, Inclusion, and Equity)
• Teacher candidates demonstrate and apply understandings of major concepts, skills, and practices, as they interpret disciplinary curricular standards and related expectations within and across literacy, mathematics, science, and social studies. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Problem Solving; Teamwork; Civic Knowledge and Engagement; Intercultural Knowledge; Diversity, Inclusion, and Equity)
• Teacher candidates assess students, plan instruction and design classroom contexts for learning. Candidates use formative and summative assessment to monitor students’ learning and guide instruction. Candidates plan learning activities to promote a full range of competencies for each student. They differentiate instructional materials and activities to address learners’ diversity.
• Teacher candidates foster engagement in learning by establishing and maintaining social norms for classrooms. They build interpersonal relationships with students that generate motivation and promote students social and emotional development. (Cross-curricular Skill: Information Literacy; Inquiry and Analysis; Critical and Creative Thinking; Problem Solving; Integrative Learning)
• Teacher candidates make informed decisions about instruction guided by knowledge of children and assessment of children’s learning that result in the use of a variety of effective instructional practices that employ print, and digital appropriate resources. Instruction is delivered using a cohesive sequence of lessons and employing effective instructional practices. Candidates use explicit instruction and effective feedback as appropriate and use whole class discussions to support and enhance children’s learning. Candidates use flexible grouping arrangements, including small group and individual instruction to support effective instruction and improved learning for every child. (Cross-curricular Skill: Inquiry and Analysis; Information Literacy; Problem Solving; Integrative Learning)
• Teacher candidates promote learning and development of every child through participation in collaborative learning environments, reflective self-study and professional learning, and involvement in their professional community. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Problem Solving; Teamwork; Civic Knowledge and Engagement; Intercultural Knowledge; Diversity, Inclusion, and Equity, Ethical Reasoning; Foundational Lifelong Learning Skills)