2017-2018

Elementary Education, Bachelor of Science in Education

Department of Teaching and Learning

College of Education

“Good teaching is more a giving of the right questions than a giving of the right answers,” said Josef Albers, designer and educator. This degree provides future teachers with the tools to stimulate their students to learn and to question. The plan includes grounding in teaching methods and best practices, as well as an understanding of issues and challenges faced by today’s and tomorrow’s schools. 

This program is nationally recognized by the Association for Childhood Education International (ACEI).

This program is accredited by the Council for the Accreditation of Educator Preparation (CAEP).

  • To receive a bachelor's degree at Northern Arizona University, you must complete at least 120 units of credit that minimally includes a major, the liberal studies requirements, and university requirements as listed below.

    • All of Northern Arizona University's diversity, liberal studies, junior-level writing, and capstone requirements.
    • All requirements for your specific academic plan(s).
    • At least 30 units of upper-division courses, which may include transfer work.
    • At least 30 units of coursework taken through Northern Arizona University, of which at least 18 must be upper-division courses (300-level or above). This requirement is not met by credit-by-exam, retro-credits, transfer coursework, etc.
    • A cumulative grade point average of at least 2.0 on all work attempted at Northern Arizona University.

    The full policy can be viewed here.

In addition to University Requirements:

  • At least 66 units of major requirements
  • At least 12 units of concentration requirements

  • Up to 9 units of major prefix courses may be used to satisfy Liberal Studies requirements; these same courses may also be used to satisfy major requirements.

  • Contact your department for information about liberal studies courses that are specific to this major

  • Elective courses, if needed, to reach an overall total of at least 120 units.

Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements.

Content, pedagogical, and professional knowledge or skills, and professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s):

Students may be able to use some courses to meet more than one requirement. Contact your advisor for details.

Minimum Units for Completion 120
Major GPA 2.5
Highest Mathematics Required MAT 155
Additional Admission Requirements Required
Fieldwork Experience/Internship Required
Student Teaching/Supervised Teaching Required
University Honors Program Optional
AZ Transfer Students complete AGEC-A Recommended
Progression Plan Link View Progression Plan

Purpose Statement

The BSEd Elementary Education degree program, which leads to Arizona teacher certification, provides candidates with the necessary foundation to teach in K-8th grade classrooms. This nationally recognized program emphasizes sound pedagogical practices while stressing the skills, knowledge, and dispositions necessary to confidently enter the field of education. Candidates engage in a purposeful program of study, which is grounded in theory and infused with practical experiences in schools. Candidates pursue foundational coursework in mathematics, liberal studies, educational foundations, bilingual and multi-cultural education, educational psychology, special education, curriculum and instruction, and educational technology curriculum.  Candidates select from various Clinically-Based Partnership sites and models and complete 135 practicum hours over the course of three semesters prior to student teaching, which occurs in semester four.

During the course of study, candidates are able to demonstrate outcomes aligned to the standards of the National Council for Accreditation of Teacher Education and the Interstate New Teacher Assessment and Support Consortium. These outcomes include, but are not limited to, constructing learning opportunities that support students’ development, acquisition of knowledge, and motivation; knowing, understanding, and using major concepts in subject matter fields to enhance student learning and development; creating instructional opportunities that are adapted to diverse students; knowing, understanding, and using various assessment strategies to plan, evaluate, and improve teaching and learning; and reflecting and continuously improving educational practice.

Candidates who complete this program will be prepared to contribute to and participate in the education of future generations through public, charter, and private schools, as well as other venues where such coursework and certification may serve the job, such as training/teaching in organizations, non-profits, and agencies.

Student Learning Outcomes

Outcomes align with Standards from the Council for the Accreditation of Educator Preparation, the Association for Childhood Education International, and the Interstate New Teacher Assessment and Support Consortium                               

  • Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
  • Curriculum Standards
    • Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;
    • Science—Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science;
    • Mathematics—Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation;
    • Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas— to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world;
    • The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students;
    • Health education—Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health;
    • Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.
  • Instruction Standards
    • Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community;
    • Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;
    • Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving;
    • Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments;
    • Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.
  • Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
  • Professionalism Standards
    • Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.
    • Collaboration with families, colleagues, and community agencies— Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.

Additional Admission Requirements

  • Individual program admission requirements over and above admission to NAU are required.

  • To be eligible for admission to the program, candidates must meet the following requirements:

    45 units of coursework which includes:

    • EDF 200, MAT 150, and MAT 155 with grades of "C" or better
    • Two lab science courses with grades of "C" or better
    • The English foundations requirement (ENG 105 or equivalent) with a minimum GPA of 3.0.  (If your English GPA is below 3.0, you may take an approved writing course to achieve the 3.0 GPA.)
    • One of the following GPA requirements:
      • A cumulative 2.5 GPA in Liberal Studies courses
      • A cumulative 2.5 GPA in all courses
    • Completion of a teacher orientation for Early Childhood Education, Elementary Education, or Special Education
    • A copy of your State-approved Identity-Verified Print (IVP) fingerprint clearance card obtainable through the Arizona Department of Public Safety (602-223-2279).
Major Requirements
    • History/Social Studies (12 units)
      • Select any coursework with the following prefixes:  HIS, POS, ANT, GSP
      Humanities (12 units)
      • Select any coursework with the following prefixes:  ENG, HUM TH, MUS, ARH, ART
      Language/Cultural Diversity (12 units)
      • Select any coursework with the following prefixes:  BME, FRE, GER, SPA, ASL, NAV, Navajo Culture and Navajo Language (taken from Dine College)
      Science (12 units)
      • Select any coursework with the following prefixes:  GLG, GSP, BIO, ENV, AST, PHS, PHY, CHM, FOR
      Math - Select one of the following options (13-16 units)

      • Option 2 - Middle School (16 units)

        You may not complete the Special and Elementary Education; B.S.Ed. in conjunction with this degree.

         

  • You may choose to complete the Early Childhood Education Certificate program instead of a concentration area.  The Early Childhood Certificate leads to the Early Childhood Endorsement through the Arizona Department of Education.  This certificate requires 25 units of coursework and specific student teaching requirements.

Teacher Preparation

  • In all of our teacher education programs, you are required to complete a student teaching or internship experience. In addition, a minimum number of units of practicum is required, which involves supervised field experience with a practicing teacher.
     
    Before being accepted to student teaching, the following criteria must be met:

    • Admission to the teacher education program
    • NAU GPA must be at least 2.5, with a GPA of 3.0 in all teacher preparation courses, with no grade lower than a "C."
    • Passing score on the required Professional Dispositions Modules
    • Complete all plan requirements. 
    • All major coursework, with the exception of EDF 200, must be completed within the six years prior to student teaching.
    • All candidates must demonstrate social and emotional maturity consistent with professional standards of classroom instruction as well as adequate physical health for teaching.
    • A passing score on the required Arizona Educator Elementary Education Subject Knowledge Exam.
    • For candidates requesting a middle school student teaching placement ECI 490C, the following requirement must also be met: a passing score(s) on the required Arizona Educator Middle Grade content exam(s).

     

  • In order to obtain an AZ teaching certificate, you must pass the following required Arizona Educator Exams:

    • Elementary Education Subject Knowledge Exam
    • Elementary Education Professional Knowledge Exam
    Plan Options
    Students select from various Clinically-Based Partnership sites and models. All students will complete at least 135 practica hours over the course of three semesters prior to student teaching (which occurs in semester four). Multiple Clinically-Based Partnerships offer a variety of models designed to meet the professional teaching standards, the needs of the students, and accreditation and Arizona Department of Education Institutional Recommendation requirements.

General Electives

  • Additional coursework is required if, after you have met the previously described requirements, you have not yet completed a total of 120 units of credit.

    You may take these remaining courses from any of the academic areas, using these courses to pursue your specific interests and goals. You may also use prerequisites or transfer credits as electives if they weren't used to meet major, minor, or liberal studies requirements.

    We encourage you to consult with your advisor to select the courses that will be most advantageous to you.

Additional Information

  • Be aware that Arizona state teacher certification requirements leading to Institutional Recommendations may change at any time, and may impact program of study requirements.

  • Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.