Undergraduate Catalog: 2019-20

Elementary Education BS

Elementary education majors at USF earn licenses that prepare them to teach Kindergarten through Grade 6. Elementary teachers are expected to be knowledgeable and skilled in a broad array of subject disciplines, among which are the teaching of reading, language arts, mathematics, science, and social studies. 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 —20 in all. Also, Elementary Education majors may choose to earn 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.

In addition to the major subject disciplines, USF’s elementary education majors acquire and hone knowledge and skills in areas such as project-based learning, assessment, child development, classroom management, professional collaboration, critical thinking and problem solving, learning and teaching technologies, and communication.

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)

Licensure

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.

Degree Requirements

The Bachelor of Science in Education: Elementary Education requires 120 – 123 credit hours, which includes:

  • 51 credit hours of Education courses
  • 6 credit hours of directed content specific courses
  • 18 credit hours of a content minor which can include a Special Education K-6 license
  • 47-50 credits in general education courses
  • Electives if needed to reach 120 credit hours

Program of Studies

  • 51 hours of required Education courses: EDUC 108, EDUC 105, EDUC 207, EDUC 208, EDUC 303, EDUC 304, EDUC 356, EDUC 372, EDUC 373, EDUC 374, EDUC 396, EDUC 412, EDUC 491 and /or EDUC 493, EDUC 498, READ 200, READ 302, SPED 137, and PSYC 339
  • 6 credit hours of directed content specific courses: HIST 101 or HIST 102 and HIST 328
  • 18 credit hours in an advisor approved minor or a special education Mild Intervention license: SPED 226, SPED 230, SPED 326, SPED 420, SPED 421, PSYC 326
  • 47-50 general education hours
  • Electives to reach 120 credit hours if needed

Admissions Requirements

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 105, EDUC 207, and SPED 137 with grades of C- or better.
  • Maintaining an overall grade point average (GPA) of 2.8.
  • Achieve successful EDUC 207 Field Evaluation scores.
  • Demonstrate Basic Skills in one of the following ways:
    • Pass CASA Tests: Reading (220), Writing (220) and Math (220).
    • ACT with a score of at least 24 based on Math, Reading, Grammar, and Science.
    • SAT with a score of at least 1100 based on Critical Reading and Math or equivalent after 2016.
    • GRE with a score of at least 301 based on Verbal and Quantitative after 8/1/11.
    • Earn a Master’s Degree from a regionally accredited institution.
  • Clearance of National Sex Offender check.
  • Submit proof of 10 hours of Service Engagement.
  • Complete Professional Development requirements.

Note: ACT, SAT and GRE scores do not include writing.

Progression Requirements

Candidates in the teacher education program are monitored each semester for Deficiency Points. Deficiency Points are assigned for the grades of “D” and “F.” A calculation of deficiency points is based on the following scale: a “D” is equal to three (3) deficiency points; an “F” is equal to four (4) deficiency points. Accumulation of 12 deficiency points in the major and professional education courses may result in dismissal from or non-admittance to the Teacher Education program.

Candidates who earn less than a “C-” (C minus) in any professional education and/or content course must retake the course. Professional education and content courses 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. Deficiency points cannot be removed by retaking courses.

Candidates must meet the following criteria to be accepted into the Clinical Internship (Student Teaching) phase of the program (Progression Point 2):

  • Be admitted into the Teacher Education program.
  • Submit the completed Application for Clinical Internship (Student Teaching).
  • Submit an Expanded Criminal History check and Authorization form.
  • Clearance of National Sex Offender check.
  • Achieve a cumulative GPA of 2.8.
  • Achieve a GPA of 2.8 in Professional Education and content area coursework (see Teacher Education Handbook for courses).
  • Pass all Professional Education or content major courses with a grade of “C-” or higher.
  • Achieve successful EDUC 304 Field Evaluations
  • Submit proof of 30 hours of Service Engagement.
  • Complete Professional Development requirements.

Graduation Requirements

Upon successful completion of Clinical Internship (Student Teaching) (Progression Point 3), candidates must:

  • Maintain a 2.8 professional and cumulative GPA
  • Submit proof of a total of 40 hours of Service Engagement
  • Complete Professional Development requirements.

Licensure Requirements

To apply for teacher licensure, candidates must meet the above criteria in addition to completing the following:

  • Pass Indiana required Pearson CORE Content Knowledge Tests for Elementary Generalist: (060), (061), (062), (063).
  • Pass the Indiana required Pearson Developmental (Pedagogy) Test (005) Elementary Education (K-6).
  • Mild Intervention candidates must also pass the Mild Intervention (025) Mild Intervention Test and pass either the (064) Mild Intervention Reading Test or the Elementary CORE Reading Test (060).
  • Submit the online Application for an Indiana Teaching License which includes an application fee.
  • Submit proof of Certification from either an American Red Cross or an American Heart Association approved program in cardiopulmonary resuscitation (CPR) and automated external defibrillators (AED) at the adult and child levels with the online application.
  • Submit proof of research-based Suicide Prevention Training.