Elementary Education Major, Bachelor of Arts in Education (BAE)
Elementary Education (BAE)-This program prepares students to become classroom teachers in elementary or middle level settings (K-8). Teacher candidates work across the State of Washington in rural, suburban, and urban areas, as well as teaching in neighboring states. Teacher candidates are prepared to meet the needs of diverse students in classrooms. The Elementary Education major prepares students for recommendation for certification as Elementary Education teachers in the State of Washington.
The Elementary Education degree focuses on general education, with candidates learning methods to teach various content areas (i.e., reading, writing, math, science, social studies) and how to integrate physical education, music, and art into the curriculum. Additionally, teachers in Elementary Education learn classroom management and assessment strategies that will help their students to succeed in their classroom.
Admission to the Education Program
Education Grade Requirements
| 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 | |
| Total Credits | 16 | |
| 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. | ||
| EDUC 304 | INTRODUCTION TO ELEMENTARY READING | 3 |
| EDUC 303 & EDUC 310 & EDUC 338 & EDUC 340 & EDUC 386A | FOUNDATIONS OF ASSESSMENT and LITERACY METHODS, MANAGEMENT AND ASSESSMENT IN THE ELEMENTARY SCHOOL and 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 and FIELD EXPERIENCE AND PRACTICUM | 18 |
| EDUC 308 & EDUC 380 & EDUC 381 & EDUC 386B | FOUNDATIONS OF ELEMENTARY CLASSROOM MANAGEMENT and INTEGRATED STEM METHODS 1 and INTEGRATED STEM METHODS 2 and FIELD EXPERIENCE AND PRACTICUM | 14 |
| EDUC 423 | ELEMENTARY STUDENT TEACHING K-8 | 12 |
| EDUC 427 | GENERAL STUDENT TEACHING K-12 (Variable credit. A minimum of 3 credits are required.) | 3-15 |
| Total Credits | 50-62 | |
University Competencies and Proficiencies
English
Quantitative and Symbolic Reasoning
Placement and Clearance
Prior Learning/Sources of Credit AP, CLEP, IB
General Education Requirements (GER)
- 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
Breadth Area Core Requirements (BACR)
Humanities and Arts
Natural Sciences
Social Sciences
University Graduation Requirements (UGR)
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.