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Elementary Education
Elementary Education (4-8)
Bachelor of Science
Pennsylvania's Middle-Level preparation program guidelines require a concentration in two academic content areas. All of the options require a Professional Core of courses, field experiences, and student teaching. (Required 123 credits)
Each content area has its own section with competencies that must be included in the program design. The Professional Core includes courses in cognitive development and adolescent development and is specifically designed to build:
- understanding of the middle school student
- understanding and using data for assessment and effective teacher interventions
- adaptations and accommodations of diverse students in an inclusive setting
- meeting the needs of English Language Learners
- developmental field experiences and student teaching
The Upper Elementary/Middle-Level program design requires a concentration in two content areas. Teacher candidates would need to complete a minimum of 21 credits in each content area concentration, as well as 12 credits in each of the two remaining content areas. The two concentrations also require 27 credit hours in the Professional Core, and 12 credits in student teaching. Candidates are required to choose either mathematics or science as one of the two concentration areas. The following five concentration combinations are possible:
Concentrations
Links will open state testing requirements for each concentration
Student Learning Outcomes
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Teacher Certification Programs
All initial teacher certification programs use the ten InTASC standards (required by CAEP accreditation) as their Student Learning Outcomes (SLOs). The ten InTASC standards are organized in 4 domains (The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility).
- Learner Development - The teacher candidate will understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- Learning Differences - The teacher candidate will be able to use understandings of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Learning Environments - The teacher candidate will be able to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
- Content Knowledge - The teacher candidate will be able to understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
- Application of Content - The teacher candidate will be able to understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Assessment - The teacher candidate will be able to understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate's and learner's decision making.
- Planning for Instruction - The teacher candidate will be able to plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Instructional Strategies - The teacher candidate will be able to understand and use a variety of instructional strategies to encourage learners to develop
deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. - Professional Learning and Ethical Practice - The teacher candidate will be able to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Leadership and Collaboration - The teacher candidate will be able to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.