Elementary Education BS
The Elementary Education program at the University of Saint Francis prepares teacher candidates for licensure to teach Kindergarten through Grade 6 in urban, suburban, and rural schools and in public, parochial, and private schools. In accordance with Indiana licensing rules, all Elementary Education majors must successfully complete a minor. At USF, Elementary Education majors have numerous minors from which to choose, including a Special Education Concentration which can lead to an additional license in Special Education (Mild Intervention). Elementary Education majors can earn the additional Mild Intervention license without extending the average timeframe needed to meet graduation requirements.
Elementary teachers are knowledgeable and skilled in a wide range of content areas such as reading, language arts, mathematics, science, and social studies. In addition, USF’s Elementary Education majors develop knowledge and skills in project-based learning, assessment, child development, social-emotional learning, support of diverse classroom populations, classroom management, professional collaboration, critical thinking and problem solving, learning and teaching technologies, and communication. Collaborative relationships both with their fellow classmates and experienced teachers in schools are an essential element of the program. Elementary Education majors are given ample opportunity to practice and apply concepts through field experiences.
Elementary Education graduates enjoy a 98% job placement rate directly out of the university. Graduates are ready to teach, manage, and assume positions of leadership in schools. Graduates work in school districts, community agencies, and non-profit organizations. Graduates of the undergraduate program can choose to pursue a Master’s degree in Elementary Education or Special Education (Mild Intervention or Intense Intervention). They are well prepared for graduate school at USF and can take advantage of the reduced tuition through the Virtual Campus online graduate programs.
Elementary Education students are eligible to license at the elementary level in grades K-6. All Education programs have been revised to conform to State of Indiana REPA licensing criteria. Because Indiana State education requirements may change, program requirements may be altered according to state specifications.
Student Learning Outcomes
At the completion of the undergraduate Education program teacher candidates will demonstrate the following proficiencies:
- Learner Development 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. (INTASC Standard 1)
- Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (INTASC Standard 2)
- Learning Environments 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. (INTASC Standard 3)
- Content Knowledge The teacher understands 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. (INTASC Standard 4)
- Application of Content 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. (INTASC Standard 5)
- Instructional Practice Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. (INTASC Standard 6)
- Planning for Instruction 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. (INTASC Standard 7)
- Instructional Strategies 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. (INTASC Standard 8)
- Professional Learning and Ethical Practice The teacher 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. (INTASC Standard 9)
- Leadership and Collaboration The teacher 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. (INTASC Standard 10)
Elementary Education students are licensable at the elementary level in grades K-6. All Education programs have been revised to conform to State of Indiana REPA licensing criteria. Because Indiana State education requirements may change, program requirements may be altered according to state specifications.
The Bachelor of Science in Education: Elementary Education requires 120 hours, which includes:
- 66 credit hours Professional Education Courses
- 36-37 credit hours in the Franciscan Core Curriculum
- 18 credit hours of a content minor which can include a Special Education K-6 license
- Electives if needed to reach 120 credit hours
- Completion of 300+ Pre-Clinical Internship Field Hours
- Completion of Clinical Internship
Program of Studies
- 66 credit hours of required Professional Education courses: BIOL 121 or BIO 122 EDUC 108, EDUC 105, EDUC 207, EDUC 209, EDUC 303, EDUC 304, EDUC 356, EDUC 374, EDUC 375, EDUC 376, EDUC 377, EDUC 412, EDUC 491 and /or EDUC 493, HIST 101 or HIST 102, PSYC 121, PSYC 339 READ 200, READ 302, READ 275, SPED 137
- 36-37 credit hours in the Franciscan Core Curriculum
- 18 credit hours in an advisor approved minor or a special education Mild Intervention concentration: SPED 226, SPED 230, SPED 326, SPED 420, SPED 421, PSYC 326
- Electives to reach 120 credit hours if needed
Candidates majoring in teacher education must meet the following criteria to be eligible for formal Admission to Teacher Education (Progression Point 1):
- EDUC 108, EDUC 207, and SPED 137 with grades of C or better
- Maintain an overall grade point average (GPA) of 2.8
- Meet benchmark in EDUC 207 Field Evaluation
- Pass State and National Background Checks
- Complete Professional Development requirements
Candidates who earn less than a “C-” (C minus) in any professional education course must retake the course. Professional education may only be repeated one time for admission to or retention in the Teacher Education program. Grades of WP and WF are counted as having been taken ‘one time’ and, thus, are subject to the “repeated course” rule.
Progression Point II: Admission to Clinical Internship
- Completion of Professional Education Courses: “C-” or Higher
- EDUC courses
- READ courses
- SPED courses
- Overall GPA: 2.8 / 4.0
- Met Field Benchmark for EDUC 412
- Completion and Documentation of Service-Learning Requirement: Minimum of 40 Hours
- Clinical Internship Application and Documentation Submitted
Progression Point III: Program Completion
- Completion of Professional Education Courses “C-” or Higher
- Overall GPA: 2.8 / 4.0
- Completion and passing Clinical Internship, including the Field Evaluations
To apply for teacher licensure, candidates must meet the above criteria in addition to completing the following:
- License application through LVIS
- Suicide Prevention Training
- Adult and Child CPR/AED Certification
- Pass Indiana required Content Knowledge Test(s) and required Pedagogy Test in appropriate developmental level
Teacher education programs are accredited by the Indiana Department of Education and the Council for the Accreditation of Educator Preparation (CAEP).