College of Education
Department of Teaching and Learning
Elementary Education, Bachelor of Science in Education
Overview
In addition to University Requirements:
- 78 - 79 units of major requirements which includes 12 - 13 units of concentration requirements and 36 units of Elementary Education Teacher Preparation Coursework.
- Up to 9 units of major prefix courses may be used to satisfy General Studies Requirements; these same courses may also be used to satisfy major requirements.
- Contact your department for information about general studies courses that are specific to this major.
- Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and ethical 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):
- Elective courses, if needed, to reach an overall total of at least 120 units.
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 |
3.0 |
| 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 |
Not Available |
| Licensure |
This program may lead to licensure. |
Purpose Statement
The Bachelor of Science in Education, 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, General 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 CAEP 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 the Standards from the Council for the Accreditation of Educator Preparation (CAEP) and the Interstate New Teacher Assessment and Support Consortium (InTASC).
Detailed Learning Outcomes
- Understand and Address Each Child's Developmental and Learning Needs
- Use 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.
- Work collaboratively with families to gain a holistic perspective on children's strengths and needs and how to motivate their learning.
- Understand and Apply Content and Curricular Knowledge for Teaching
- 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.
- Assess, Plann, and Design Contexts for Learning
- Assess students and plan instruction and design classroom contexts for learning.
- Use formative and summative assessment to monitor students' learning and guide instruction.
- Plan learning activities to promote a full range of competencies for each student.
- Differentiate instructional materials and activities to address learners' diversity.
- Foster engagement in learning by establishing and maintaining social norms for classrooms.
- Build interpersonal relationships with students that generate motivation, and promote students social and emotional development.
- Support Each Child's Learning Using Effective Instruction.
- 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.
- Deliver instruction using a cohesive sequence of lessons and employing effective instructional practices.
- Use explicit instruction and effective feedback as appropriate, and use whole class discussions to support and enhance children's learning.
- Use flexible grouping arrangements, including small group and individual instruction to support effective instruction and improved learning for every child.
- Develop as a Professional
- 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.
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