Elementary Education (4-8) Graduate

Learning Goals and Outcomes

Goal 1: The student will demonstrate an understanding of young adolescent learner development.

Objective 1.1: The student will understand and accurately interpret key concepts, principles, theories, and research about young adolescent development in social context.

Objective 1.2: The student will identify the diverse developmental needs and abilities of 4-8 learners and use this information effectively when selecting instructional strategies and making curricular decisions.

Goal 2: The student will understand and use the central concepts, standards, research, and structures of content to plan and implement curriculum that develops all young adolescents’ competence in subject matter.

Objective 2.1: The student will describe and explain the philosophical foundations of middle level education and apply this knowledge in analyzing classroom management and instructional design.

Goal 3: The student will understand and use developmentally appropriate instructional strategies.

Objective 3.1: The student will describe and analyze a range of specific teaching strategies and apply them appropriately in instructional planning, modifying their use based on the unique learning needs of middle school students.

Objective 3.2: The student will demonstrate a practiced habit of self-analysis and collaboration with students and colleagues to assess the impact of instruction on student motivation and learning and will adjust teaching accordingly.

Goal 4: The student will demonstrate understanding and effective use of multiple methods of assessment.

Objective 4.1: The student will define and describe types of valid and reliable educational assessments (including screening, diagnostic, formative, summative, and authentic) and identify strengths, weaknesses, and appropriate uses associated with each.

Objective 4.2: The student will analyze and interpret assessment data to understand patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to learners and their guardians.

Goal 5: The student will demonstrate an understanding of educating for social justice.

Objective 5.1: The student will describe key elements of interacting positively and respectfully with those of different racial, ethnic, language, and socioeconomic backgrounds and sexual orientations.

Objective 5.2: The student will identify and describe practices and policies that reinforce inequalities and undermine 4-8 student learning, as well as steps that can be taken to challenge such practices in order to create a more just society.

List of Courses

Required for PA Certification 4-8 (39 credits)

EDU 550/550FHist & Contemp Perspect Educ3
EDU 551/551FPsych Teaching:Develop Perspec3
EDU 557/557FAdolescent Psychology3
EDU 612/612FInstruct Techniques: Soc Stud3
EDU 616/616FInstruct Techniques: Math3
EDU 618/618FInstruct Techniques: Science3
EDU 646/646FLanguage and Culture3
EDU 647/647FLiteracy & Learn Across Curric3
SPE 600/600FFound & Current Issues: Sp Edu3
SPE 601/601FEducAssessment& ProgMonitoring3
SPE 615/615FTching Inclsve Adol Envirnmnts3
EDU 6964-8 Student Teaching6

4-8 Major Additional Content Requirements

Students who complete the 4-8 program can be certified to teach all subjects in grades 4-6. They must choose one or two disciplines and take additional introductory and advanced courses in order to be certified to teach the selected subject(s) in grades 7-8. The following options are available:

Option 1: One concentration and three generalist academic content areas.

This option for teacher candidates is to complete a minimum of 30 credit hours in one of the four content areas of mathematics, science, English/language arts and reading or social studies as well as 12 credits in each of the three remaining content areas.

Option 1A: English/Language Arts/Reading
Option 1B: Mathematics
Option 1C: Science
Option 1D: Social Studies

Option 2: Concentration in two content areas

The second option permitted under the Elementary/Middle Level program design requires a concentration in two content areas. Teacher candidates are to complete a minimum of 21 credits in each content area concentration, as well as 12 credits in each of the two remaining content areas.

Option 2A: English/Language Arts/Reading and Science
Option 2B: English/Language Arts/Reading and Mathematics
Option 2C: Science and Mathematics
Option 2D: Social Studies and Mathematics
Option 2E: Social Studies and Science

The Graduate Teacher Certification  program is a non-degree granting certification program for students interested in earning certification. While it is recommended that coursework leading toward certification be done at the graduate level, the post-baccalaureate programs do not require graduate level work. Coursework for certification in this program may be done at the graduate or undergraduate level, or in a combination of the two. Students seeking to complete this program entirely at the undergraduate level should submit their applications to the Professional and Liberal Studies program (PLS).

EDU 550/550FHist & Contemp Perspect Educ3
EDU 551/551FPsych Teaching:Develop Perspec3
EDU 646/EDU 646 FLanguage and Culture3
SPE 612Inclusive Classroom Practices3
SPE 602DiagnosticAsses/ProgressMon3