Elementary Education Major, Bachelor of Arts in Education (BAE)
This major satisfies the endorsement for Kindergarten through grade 8.
The Elementary Education major prepares students for certification as Elementary Education teachers in the state of Washington.
|Elementary Education Core|
|There are general education science and social science courses that are strongly recommended for the Elementary Education candidate. See the general requirements section of this catalog. Please see an Education advisor for clarification.|
|30–hour multicultural education field requirement|
|EDUC 303||FOUNDATIONS OF ASSESSMENT||3|
|EDUC 304||INTRODUCTION TO ELEMENTARY READING||3|
|EDUC 308||FOUNDATIONS OF ELEMENTARY CLASSROOM MANAGEMENT||3|
|EDUC 310||LITERACY METHODS, MANAGEMENT AND ASSESSMENT IN THE ELEMENTARY SCHOOL||4|
& EDUC 340
|LANGUAGE AND SOCIAL STUDIES METHODS 1: INTEGRATED LANGUAGE ARTS FOR ELEMENTARY SCHOOL|
and LANGUAGE AND SOCIAL STUDIES METHODS 2: INTEGRATED SOCIAL STUDIES FOR ELEMENTARY SCHOOL
& EDUC 381
|INTEGRATED STEM METHODS 1|
and INTEGRATED STEM METHODS 2
|EDUC 386||FIELD EXPERIENCE AND PRACTICUM (variable credit–must be repeated)||6|
|EDUC 423||ELEMENTARY STUDENT TEACHING K-8||12|
|EDUC 427||GENERAL STUDENT TEACHING K-12 (variable credit)||1-15|
|Elementary Education students must complete the required Elementary Education Core and the following courses.|
|Required Elementary Education Courses|
|EDUC 325||INEQUALITIES AND IMPACTS ON EDUCATIONAL EQUITY||4|
|EDUC 411||LITERACY FOR LINGUISTICALLY AND CULTURALLY DIVERSE LEARNERS||4|
|EDUC 462||INSTRUCTIONAL MEDIA AND TECHNOLOGY||3|
|EDUC 490||LITERACY MAJOR CAPSTONE (A departmental approved capstone may be substituted.)||5|
|or EDUC 490A||NATURAL RESOURCES CAPSTONE|
All admitted students must officially Declare a Major by the time they reach 90 credits (junior standing).
Application for Graduation must be made at least two terms in advance of the term you expect to graduate (undergraduate and post-baccalaureate).
Check your progress with SOAR Student Online Academic Review—you must be signed in to use this tool.
- collaborate in and contribute to school improvement;
- create a safe, productive learning environment;
- demonstrate knowledge of responsibilities and policies related to the teaching profession;
- ensure cultural competence in teaching;
- ensure that students can articulate learning targets and can monitor their own progress toward those targets;
- integrate subjects across content areas;
- integrate technology into their classrooms and/or planning;
- involve and collaborate with student families and community;
- plan and/or adapt curricula for diverse student needs;
- plan Standards-driven curricula to develop student capacity for problem solving strategies in content areas;
- prepare responsible citizens for a diverse society;
- use a variety of assessments to monitor and improve instruction;
- use multiple instructional strategies to address individual student needs;
- utilize feedback and reflection to improve teaching practice.
Principle and Description
1. Application of the Content
a. The teacher understands 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.
a. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learning progress, and to guide the teacher’s and learner’s decision making.
3. Content Knowledge
a. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teachers and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to ensure mastery of the content.
4. Instructional Strategies
a. The teacher understands and uses 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.
5. Leadership and Collaboration
a. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, and other school professionals, and community members to ensure learner growth, and to advance the profession.
6. Learner Development
a. The teacher understands 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.
7. Learning Differences
a. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments and enable each learner to meet high standards.
8. Learning Environments
a. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
9. Planning for Instruction
a. The teacher plans 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.
10. Professional Learning and Ethical Practice
a. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choice and actions on others (learnings, families, other professionals, and the community), and adapts practice to meet the needs of each learner.