Bachelor of Science Accelerated (BSA) in Education
Overview
The Accelerated Teaching Degree (ATD) program at George Fox University provides a streamlined 90–92 credit pathway that leads to both a bachelor’s degree and eligibility for teacher licensure. This structure ensures efficiency while maintaining full compliance with state and accreditation requirements.
Students may choose one of two pathways:
- Multiple Subjects Endorsement (Early Childhood and Elementary): a 34-credit core program with 26 credits of elementary pedagogy.
- Single Subject Endorsement (Middle and High School): A 34-credit core program with 28 credits in the content area.
Upon successful completion of all academic and program requirements, candidates are eligible for licensure in their chosen endorsement area.
This major offers a flexible and accelerated alternative to the traditional undergraduate degree. Designed for working adults and students seeking a faster route to licensure, the program features courses tailored to diverse learning styles and delivered in a convenient hybrid format that combines face-to-face instruction with online learning.
Students progress through the program as part of an academic learning community, studying alongside other candidates with similar goals. They draw on personal and professional experiences while engaging in an intensive sequence of coursework.
Graduates who complete all program courses and general education requirements earn a Bachelor of Science in Education and will be eligible for licensure upon completion of all state-level requirements.
A recommended course sequence guides students through the major, and all coursework requires a minimum grade of C– or higher. No more than 6 semester hours of a “C” grade may be counted towards a degree. Candidates must maintain a cumulative GPA of 2.75.
Program Learning Outcomes
Graduates with a BSA in education will:
- Demonstrate content knowledge in lesson and unit planning.
- Demonstrate the ability to appropriately apply content in a classroom setting.
- Demonstrate professional classroom dispositions and reflective practices that ensure ethical treatment of the students and families they serve.
- Demonstrate an ability to analyze teaching effectiveness and use assessment data to inform instruction.
- Demonstrate an understanding of learner development and an ability to embrace all diversities.
- Exhibit professional classroom dispositions and reflective practices that ensure ethical treatment of the students and families they serve, which reflects the compassion and character of Christ.
Major Requirements
Education Core Requirements
Complete one of the following:
This foundational course provides an in-depth exploration of the theoretical underpinnings and practical applications of early literacy development. Students will examine key components of emergent literacy, including oral language, phonological awareness, alphabet knowledge, print awareness, and early writing. A significant focus will be placed on understanding and implementing instructional strategies aligned with state standards, ensuring students are prepared to support children (birth through third grade) in achieving foundational literacy skills. Through application-based assignments and activities, participants will learn how children learn to read.
This course explores five theoretical foundations of Adolescent Literacy essential to the content area teacher. Students will examine reading theory, word study (including morphology, phonemic awareness, and phonics), comprehension, efficacy in reading, and the foundations of literacy as taught to exceptional learners, including EL and dyslexic students. This course provides the theoretical foundations that content area teachers need before exploring the strategies used to build disciplinary literacy.
Complete the following:
Students must complete all of the major courses below.
This course will examine human development with developmental psychology, learning theory, and theoretical and practical aspects of human development-birth through adolescence. Students will explore the interplay of physical, cognitive, social, emotional, and spiritual/moral development that shapes individuals in diverse contexts. Key topics will include age-level characteristics and developmentally appropriate practice for PK-Grade 12 students.
This course will focus on professionalism, the purpose of education, educational law, policy, and ethics. Teacher candidates will explore diverse social issues in education and the teaching profession. Learning theories and possible applications in the elementary classroom will be explored. Teacher candidates will reflect on professional identity and dispositional development.
This course is designed to equip educators with the knowledge and skills necessary to effectively integrate technology into classroom instruction. Candidates will explore a variety of research-based strategies to enhance student learning through technology and will set individualized professional goals for implementing these strategies in real-world educational settings. Emphasis will be placed on understanding and applying national and state technology standards, evaluating current technological practices within schools, and identifying areas of strength and improvement. In addition, candidates will examine the critical role of digital citizenship and its impact on teaching and learning environments. Through analysis, reflection, and practical application, participants will develop a comprehensive understanding of how to use technology to foster engaging, ethical, and effective This course is designed to equip educators with the knowledge and skills necessary to effectively integrate technology into classroom instruction. Candidates will explore a variety of research-based strategies to enhance student learning through technology and will set individualized professional goals for implementing these strategies in real-world educational settings. Emphasis will be placed on understanding and applying national and state technology standards, evaluating current technological practices within schools, and identifying areas of strength and improvement. In addition, candidates will examine the critical role of digital citizenship and its impact on teaching and learning environments. Through analysis, reflection, and practical application, participants will develop a comprehensive understanding of how to use technology to foster engaging, ethical, and effective educational experiences.
This course provides a comprehensive examination of the historical, legal, and ethical foundations of special education, including IDEA, Section 504, and related federal regulations. Teacher candidates will explore the procedural requirements for developing and implementing IEPs and 504 Plans, with an emphasis on legal compliance, collaboration, and equity. Through critical analysis of the sociocultural and institutional factors that influence educational access—including ethnicity, race, class, gender, sexual orientation, culture, and environment—candidates will identify personal biases and develop strengths-based instructional approaches that promote inclusion. The course emphasizes planning appropriate modifications and accommodations, evaluating classroom and community issues, and advocating for student rights and equitable learning opportunities.
This course explores the legal, ethical, and pedagogical responsibilities of educators in supporting all learners, including English/Multilingual Learners (EL/ML). Through an equity-focused lens, teacher candidates will examine the institutional influences of race, ethnicity, class, gender, sexual orientation, language, and culture on teaching and learning. This course aims to introduce future educators to the knowledge, skills, and dispositions necessary to apply inclusive practices and advocate for equitable educational outcomes for every student in a diverse society.
This course will explore and apply essential concepts and instructional strategies designed to support the academic success of students from culturally, linguistically, and academically diverse backgrounds, as well as provide support for students with accommodations and modifications. Through the framework of differentiation, candidates will examine strategies for planning, managing, and teaching content. Emphasis is placed on curriculum, teaching, and hands-on learning approaches that accommodate a diverse student population.
This class introduces and deepens teacher candidates’ understanding of research-based classroom management practices that foster positive and productive learning environments. Candidates will explore foundational models of classroom culture and discipline through a social justice lens, reflecting on the teacher’s role in supporting the academic and social-emotional development of all students. Candidates will also apply and extend this knowledge by developing and analyzing response plans for a variety of classroom situations. Emphasis is placed on prevention and intervention strategies, as well as collaboration and communication with families, school specialists, and district personnel, to ensure multiple layers of student support. Students will also be given opportunities to integrate, explore, and reflect upon the nine teacher formation/character traits (love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-management) and how they relate to their personal approaches to classroom management.
In preparation for licensing, this course will introduce the key components of the teacher portfolio to prepare candidates for the required licensing submission.
The teacher candidate enters the classroom as a co-teacher who is collaborating with a cooperating teacher in developing and presenting instruction that is designed for the success of all students. Successful teaching and the completion of the teacher licensing portfolio. The teacher licensing portfolio is a written documentation of the student's ability to teach all students. Additional course fee required.
This course will focus on assessment as a collaborative cycle involving students, teachers, and other stakeholders to empower student success. Throughout this course, teacher candidates will analyze assessment data for all students and examine the use and interpretation of standardized assessments. Using student data, teacher candidates will develop plans for instruction and intervention to support both the whole class and individual student needs. Teacher candidates will gain insights into the identification, placement, monitoring, and exiting criteria for English Learner and/or Multilingual Learner students, according to federal and state policies. This course will also incorporate and reinforce best practices in assessment design and implementation, including fair and realistic accommodations and assessments in the mainstream classroom.
This course assists teacher candidates to synthesize their foundation, methods, and content background during the full-time clinical experience, including content to prepare the teacher candidates as they transition into the teaching profession. The course content is presented in a professional development workshop while encouraging an understanding of the need for continued growth as teaching professionals, as well as additional information on classroom management and differentiation, etc. Students are given opportunities to reflect upon the nine teacher formation/character traits (love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-management), connect them to personal faith, and how they align with their goals as they enter the teaching field.
Elementary (multiple subjects) or Secondary (single subjects) Tracks (choose one):
Complete the following:
Students may take MATH 211 and MATH 212 as prerequisites before starting the Education program. However, students who have not completed these courses prior to starting the program will be required to take them as part of their Education major course plan.
This course is the first of two courses designed to engage elementary and middle school prospective teachers in the learning and development of the mathematical knowledge needed for teaching mathematics. It has a multi-dimensional focus on mathematical problem solving and reasoning with understanding of numbers and their properties through various representations, including algebraic and visual representations. Additional course fee required.
This course is the second of two courses designed to engage elementary and middle school prospective teachers in the learning and development of the mathematical knowledge needed for teaching mathematics. Emphasis will be placed on nuanced mathematics content knowledge needed for teaching within the domains of algebra,statistics, probability, geometry, and measurement. Prerequisite: Completion of MATH 211 Foundations of Elementary Mathematics I.
Complete the following:
This course on mathematics pedagogy for future elementary teachers emphasizes research-based instructional strategies, mathematical reasoning, and fostering a growth mindset in young learners. Effective mathematics instruction for elementary students requires more than procedural fluency; it demands a deep conceptual understanding and the ability to facilitate meaningful mathematical discourse. Teacher candidates engage in hands-on activities, explore constructivist approaches, and examine the role of formative assessment in guiding instruction. Special attention is given to supporting diverse learners and integrating real-world problem-solving. By the end of the course, future educators will develop the confidence and skills needed to create engaging, student-centered mathematics classrooms that inspire curiosity and critical thinking centered on the National Council of Teachers of Mathematics eight effective teaching practices.
This course focuses on research-based best practices of science and STEAM (science, technology, engineering, arts, and mathematics) education at the early childhood/elementary and middle school (EC/EL/MS) levels. In this course, teacher candidates develop pedagogical knowledge and skills related to integrative science and STEAM curriculum, assessment, and state and national standards. These skills and practices foster inclusive, student-centered learning experiences and honor the diversity of all learners.
This course is designed for teacher candidates preparing to teach the arts in early childhood and elementary education settings. Through active investigation of current research and best practices, candidates will explore effective strategies for managing and setting up inclusive, engaging, and developmentally appropriate arts classrooms that support all learners. Emphasis will be placed on the value and purpose of education in the visual arts, music, theater, and dance, with an understanding of how each contributes to the cognitive, social-emotional, and creative development of young children.
This course will provide teacher candidates with an overview of how to effectively teach health and physical education in elementary settings. Emphasizing both content knowledge and pedagogical skills, the course explores key concepts in health education—including personal wellness, nutrition, mental and emotional health, safety, and prevention—and their role in supporting student well-being. Candidates will also develop an understanding of human movement, motor skill development, and the importance of physical activity in promoting lifelong healthy lifestyles.
This course prepares teacher candidates to teach both writing and social studies at the elementary and middle school levels. It establishes a foundation in research-based best practices for creating student-centered learning environments. We'll explore how to meet the individual needs of diverse learners by applying pedagogical content knowledge and educational theory. Students will learn to design and implement effective lessons and units, integrating national standards and technology, with an emphasis on writing workshop and using social studies as a basis for writing.
This course prepares teacher candidates to design and analyze effective, culturally responsive literacy instruction for a diverse range of students. Candidates will learn and apply evidence-based strategies to build all components of reading, from foundational skills—i.e., phonemic awareness, phonics, and fluency—to advanced comprehension strategies. We'll focus on how to use students' diverse backgrounds and cultural assets to ensure all learners, including multilingual students and those with disabilities, receive equitable instruction. A key part of the course involves selecting and interpreting a variety of formal and informal assessments to make data-informed instructional decisions and provide targeted support to meet the unique needs of every learner.
Complete the following:
A study of instructional strategies and the design, implementation, and evaluation of curriculum for content-specific secondary classrooms. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of developmentally appropriate pedagogical practices within the content area.
Complete the following:
In addition to the Education Core (34 hours) and Pedagogy coursework (3 hours), students must complete 25 hours of content coursework. This coursework can be completed through George Fox Digital or at another college or University, and must be 100 level or above. The English Language Arts content coursework must include:
- Analysis/Interpretation of Literature (16 hours) [ELED 402: Literary Analysis for English Language Arts Teachers may apply toward this requirement]
- Composition/Writing (6 hours)
- Literacy/Language Conventions (3 hours)
The content coursework must be approved by the Program Director.
Complete the following:
A study of instructional strategies and the design, implementation, and evaluation of curriculum for content-specific secondary classrooms. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of developmentally appropriate pedagogical practices within the content area.
Complete the following:
In addition to the Education Core (34 hours) and Pedagogy coursework (3 hours), students must complete 25 hours of content coursework. This coursework can be completed through George Fox Digital or at another college or University, and must be 100 level or above. The Integrated Science content coursework must include:
- Physical Science (8 hours)
- Life Science (8 hours)
- Earth/Space Science (6 hours)
- Nature of Science (3 hours) [may be met by completing ELED 403: Nature of Science]
The content coursework must be approved by the Program Director.
Complete the following:
A study of instructional strategies and the design, implementation, and evaluation of curriculum for content-specific secondary classrooms. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of developmentally appropriate pedagogical practices within the content area.
Complete the following:
In addition to the Education Core (34 hours) and Pedagogy coursework (3 hours), students must complete 25 hours of content coursework. This coursework can be completed through George Fox Digital or at another college or University, and must be 100 level or above. The Mathematics content coursework must include:
- Calculus Sequence (12 hours)
- Introduction to Proofs (3 hours)
- Statistics (4 hours)
- Measurement and Geometry (3 hours) [may be met by completing ELED 401: Geometry for Teachers]
- Mathematical Modeling (3 hours)
The content coursework must be approved by the Program Director.