Bachelors (BS) in Elementary Education

Overview

The elementary education major offers a 60-74 semester hour course of study that is designed for the preparation of elementary school teachers with authorizations at the early childhood (age 3 years to grade 4) and elementary (grades 3-8) levels.

Course Requirements

Acceptance into the teacher education program does not guarantee assignment for student teaching. Admission to student teaching is based upon continued good standing; favorable recommendations; an attained cumulative GPA of 2.75 or better on all college-level courses, including transfer credits, and an average GPA of 2.75 or better in the teaching major; completion of the required teaching major and professional courses with no grade below C-; passing scores on appropriate basic skills and having taken content area examinations.

Other Program Requirements

Students may take the below courses as prerequisites before starting the Elementary 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 ELED course plan.
  • ELED 260 Teaching, Schooling, and Learning (4 credits)
  • MATH 211 Foundations of Elementary Mathematics I (4 credits)
  • MATH 212 Foundations of Elementary Mathematics II (4 credits)
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Major Requirements

Complete the following:

This course provides an overview of early childhood as a profession in relation to its historical, philosophical and social foundations. Students will examine how these functions influence current thought and be able to translate those theories into practice. Included will be age-level characteristics and child-centered activities that enhance developmentally appropriate practice, assessment, curriculum/instruction, environment, and family/community collaboration. The role of the teachers and ethical considerations are considered to promote reflective thinking, cultural competency, and positive use of technology to meet the needs of young children. Course goals align with the Sate of Oregon program objectives for early childhood and elementary OAR 584-017-0100, ages 3 years to the 4th grade and to the National Association for the Education of Young Children (NYAEYC) initial license standards.
This first course is designed to provide you with a firm understanding of research-based, best practices for teaching mathematics and science at the elementary and middle school levels. Prospective teachers will engage in activities that enhance conceptual knowledge of selected mathematics and science topics, while also developing pedagogical content knowledge. The instruction in the course models the type of learning experiences that have been shown to make a difference in students' thinking, understanding, and achievement. This course encourages prospective teachers to view school mathematics and science as a space for making sense of the world and promotes what it means to understand and do mathematics and science. Mathematics and science are disciplines where all students should be given opportunities to observe, investigate, explore, verify, explain, conjecture, discover, and generalize concepts and ideas using their own questions, curiosities, and interests in order to foster equity, access, and empowerment. This course is a prerequisite for ELED 344.
This second course is designed to provide you with a firm understanding of research-based, best practices for teaching mathematics and science at the elementary and middle school levels. Prospective teachers will engage in planning and instruction tasks that enhance conceptual knowledge of selected mathematics and science topics, while also developing pedagogical content knowledge. Part of developing pedagogical content knowledge entails a specific focus on utilizing technology and integration of mathematics and science across disciplines. This course encourages prospective teachers to view school mathematics and science as a space for making sense of the world and promotes what it means to understand and do mathematics and science. Mathematics and science are disciplines where all students should be given opportunities to observe, investigate, explore, verify, explain, conjecture, discover, and generalize concepts and ideas using their own questions, curiosities, and interests in order to foster equity, access, and empowerment. Prerequisite: Completion of ELED 343 AIMS I with at least a B-.
Part of being an effective educator is recognizing and embracing diversity as an asset in the classroom. In this course, we will consider how institutional and classroom practices help and hinder students as well as how these practices align with values of dominant groups. This course also introduces you to a multiplicity of students and students' needs. It will provide you with a framework for approaching such situations and specific skills for facilitating learning for all students.
Using the basic principles and elements of music and art, students will explore making connections between subjects in the elementary curriculum.
This course examines and offers opportunities to apply health and physical education methods.
Working within the differentiation framework (background knowledge, language, academic and behavior) BLAB for curriculum planning, this course will examine and apply the concepts and instructional strategies that are essential for the academic achievement of our students from cultural, diverse, language, behavioral and academic backgrounds. Examines strategies for planning, managing, and teaching content to students. Emphasis is placed on curriculum, teaching, and hands-on learning approaches that accommodate a diverse student population.
Clearly, individual classroom teachers can have a major impact on student achievement. Of the three major roles of the classroom teacher – making choices about instructional strategies, designing classroom curriculum, and employing classroom management techniques – classroom management is arguably the foundation. Research on classroom management is integrated into the course. This course introduces the teacher candidate to research-based effective classroom management strategies. Prerequisite: Successful admission into the Undergraduate Elementary Education major program.
This course provides an overview of the content of children's and adolescent literature and its use in culturally responsive teaching. Children's and adolescent literature will be explored with an overview of the genre of literature, the work of authors and illustrators, and the use of children's and adolescent literature in teaching of all students. In addition, students will explore the integration of social studies and literacy.
This course creates a foundation for teaching listening, speaking, reading, and writing in all grades with a focus on beginning readers and writers. Theory, learner development, diversity, and content knowledge will be applied in lesson and unit planning and in teaching children. Assessment, planning, teaching and reflection will be modeled using the CCSS, best practice and attention to the needs of all learners.
This course builds on the foundation gained in Reading and Writing I and focuses on grade 3-8 readers and writers. Theory, learner development, diversity and content knowledge will be applied in lesson and unit planning and in teaching children. Assessment, planning, teaching and reflection will be modeled using the CCSS, best practice and attention to the needs of all learners
The class focuses on how faith influences one's worldview, the influence of Christianity upon society, and how the Christian faith relates to helping people.
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.
Building on the conceptual ideas of Assessment for Learning, this course focuses on the idea that assessment is a collaborative process that involves the student, teacher, and other stakeholders in a collaborative experience that is designed to empower student success. The four dimensions of background knowledge, language abilities, academics, and behavior assessments will provide the impetus for a course which investigates, develops, and plans assessments for all students, including English language learners, special education students, talented and gifted students, and mainstream students. A wide diversity of classroom assessments will be explored. Additionally, the use and interpretation of standardized assessments will be examined, and teacher candidates will be prepared to implement fair and realistic accommodations/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.