Transition to Teaching (BAE)-This is an alternative-route program for K-8 certification with an option to add endorsement in Special Education (SpEd), English Language Learner (ELL), or Bilingual Education (BIL). This cohort and residency-based program starts in summer and includes a four to seven quarter sequence with hybrid instruction and weekend class sessions.
| EDUC 280 | FOUNDATIONAL METHODS IN EDUCATION | 12-18 |
| EDUC 387 | LITERACY AND SPECIALIST METHODS | 12-18 |
| EDUC 388 | ELEMENTARY CORE METHODS | 12-18 |
| EDUC 404 | EDUCATIONAL FOUNDATIONS AND CLASSROOM APPLICATION | 9-12 |
| EDUC 428 | STUDENT TEACHING MODULE | 18 |
| Total Credits | 63-84 |
University Competencies and Proficiencies
English
Quantitative and Symbolic Reasoning
Placement and Clearance
Prior Learning/Sources of Credit AP, CLEP, IB
- Minimum Credits—180 cumulative credit hours
- 60 upper-division credits (300 level or above)
- 45 credits in residence (attendance) at Eastern, with at least 15 upper-division credits in major in residence at Eastern
- Minimum Cumulative GPA ≥2.0
Humanities and Arts
Natural Sciences
Social Sciences
Diversity Course List
Foreign Language (for Bachelor of Arts)
Global Studies Course List
Minor or Certificate
Senior Capstone Course List
Application for Graduation (use EagleNET) must be made at least two terms in advance of the term you expect to graduate (undergraduate and post-baccalaureate).
Use the Catalog Archives to determine two important catalog years.
Degree Works calculates based on these two catalog years.
- The catalog in effect at the student's first term of current matriculation is used to determine BACR (Breadth Area Credit Requirements) and UGR (Undergraduate Graduation Requirements).
- The catalog in effect at the time the student declares a major or minor is used to determine the program requirements.
Department of Education Outcomes
The Department of Education Outcomes (DoEO) are taken word for word from INTASC. These outcomes must be met by all students upon completion of their degree.
- The teacher candidate 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.
- The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- The teacher candidate 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.
- The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
- The teacher candidate 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.
- The teacher candidate understands and uses 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.
- The teacher candidate 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.
- The teacher candidate 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.
- The teacher candidate engages in ongoing professional learning and uses 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.
- The teacher candidate seeks 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.
