Elementary Education A.A. and B.S
Philosophy:
The overall purpose or mission of the Elementary Education Program is to develop culturally responsive and competent teachers to meet the challenges of contemporary education. Certain requirements are of major importance: (1) a broad background in General Education in the traditional liberal arts; (2) in-depth content preparation in specific teaching fields; (3) mastery of professional education knowledge, skills, and dispositions, and (4) demonstration of the competencies of the Initial Conceptual Framework’s Guiding Principles.
In order to accomplish these objectives, the prospective teacher must acquire a scholarly mastery of the field to be taught and the ability to use methods of critical inquiry. This implies that prospective teachers acquire a bank of knowledge and scholarly ability needed in the elementary classroom. Moreover, prospective teachers must secure: a) knowledge and understanding of the process of human development and behavior; b) competence in the techniques of instruction; c) knowledge of school organization and administration; d) an understanding of education as a social institution in historical and philosophical perspective; e) knowledge, understanding and experience in culturally diverse settings; and f) an ability to effectively work with a diverse group of learners to ensure that they become successful citizens who are college and/or career ready.
To guide its work in teacher preparation, the Department has delineated the following Guiding Principles as the essential elements of effective educator preparation;
- All learning begins with a focus on the learner and the learning process; one must know the previous experiences, cultures, languages, learning needs, and backgrounds of each learner in order to effectively create student-centered, engaging, and supportive learning environments and opportunities.
- Program content is essential in the preparation of successful K-8 pre-service teachers; the SCC Education Department provides a broad educational foundation with a focus on how science, technology, and math interconnect within the language arts, social studies, creative arts, and health enhancement curricula.
- To be effective and compassionate educators, pre-service teachers must develop the scholarly ability needed in the elementary classroom. Moreover, prospective teachers must secure: a) knowledge and deep understanding of the process of human development and behavior; b) competence in the techniques of instruction and assessment; c) knowledge of school organization and administration; d) an understanding of education as a social institution in historical, social justice, and philosophical perspectives; e) experience in culturally diverse settings; and f) an ability to work with diverse groups of learners.
- Professional responsibilities for teachers include: a) the ability to continue to grow professionally; b) the ability and dispositions to engage in collaboration with multiple stakeholders including families, community members, and other professionals; and c) the ability to evaluate and reflect upon the outcomes of one’s teaching using a variety of data from multiple sources to best meet the needs of all learners.
Expected Learner Outcomes:
Candidates completing the Bachelor of Science in Elementary Education Degree (K-8), will demonstrate skills, dispositions and knowledge in relationship to the following principles based on the 11 Montana Teaching Standards and Montana Professional Educator Preparation Program Standards (PEPPS; 10.58.501).
The candidate will:
- demonstrate understanding of how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, behavioral health continuum, and physical areas, and individualize developmentally appropriate and challenging learning experiences for learners of all cognitive abilities;
- use understanding of individual differences and diverse cultures and communities, including American Indians and tribes in Montana and English Language Learners (ELL), to ensure inclusive environments that enable each learner to meet high standards;
- be able to work with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation;
- demonstrate understanding of the central concepts, tools of inquiry, and structures of the discipline(s) the candidate teaches and create individualized learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content, and include the instruction of reading and writing literacy into all program areas;
- demonstrate understanding of 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;
- use multiple methods of assessment, including formative and summative assessments, to engage learners in their own growth, to monitor learner progress, and to guide the teacher and learner decision making;
- plan and implement individualized instruction that supports students of all cognitive abilities 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;
- use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections and build skills to apply knowledge in meaningful ways;
- engage in ongoing professional learning and use evidence to continually evaluate the candidates’ practice, particularly the effects of the candidateꞌ choices and actions on others (learners, families, other professionals, and the community), and adapt practice to meet the needs of each learner;
- interact knowledgeably and professionally with students, families, and colleagues based on social needs and institutional roles;
- engage in leadership or collaborative roles, or both, in content-based professional learning communities and organizations and continue to develop as professional educators; and
- demonstrate understanding of and ability to integrate history, cultural heritage, and contemporary status of American Indians and tribes in Montana. (Montana Educator Licensure Standards cited from www.opi.mt.gov/pdf/arm/57chapter.pdf and Montana Professional Educator Preparation Program Standards (PEPPS).
All Stone Child College candidates will be required to build a Reflective Practice and Professional Growth Plan throughout the program which will provide evidence of the candidate’s attainment of the skills, knowledge, and experiences necessary to be a successful professional educator. This professional plan is a continuous, performance-based process, and is the assessment tool for evaluating and guiding candidates’ growth as developing educators.
Other Information:
On July 20, 2017 the Northwest Commission on Colleges and Universities granted approval for Stone Child College to offer a bachelors degree in elementary education. The program was granted provisional accreditation by the Montana Board of Public Education on November 3, 2017. Therefore, qualified candidates may be referred for elementary licensure in Montana. Graduation from SCC with a bachelors degree in elementary education is not the only requirement for licensure. Licensure information may be found at http://opi.mt.gov/Class2STL.
Course Requirements for the Associate of Arts Degree:
Students will complete the GENERAL EDUCATION and the PROFESSIONAL CORE degree requirements as outlined in the appropriate sections with these specific courses required for completion of General Education.
General Education
Professional Core
| EDU 200 | INTRODUCTION TO EDUCATION | 3 |
| EDU 220/PSYX 230 | HUMAN GROWTH & CHILD DEVELOPMENT | 3 |
| EDU 225 | INTRODUCTION TO EDUCATIONAL PSYCHOLOGY | 3 |
| EDU 235 | INTRODUCTION TO INDIAN EDUCATION | 3 |
| ESCI 150 | ATMOSPHERIC SCIENCE WITH LAB | 4 |
| HPE 285 | PRINCIPLES OF HEALTH AND WELLNESS | 3 |
| M 131 | MATH FOR ELEMENTARY TEACHERS II | 4 |
| PHSX 121 | FUNDAMENTALS OF PHYSICS I WITH LAB | 4 |
| PSCI 210 | AMERICAN GOVERNMENT | 3 |
| Total Credit Hours: | 30 |
Total Credit Hours: 65
Course Requirements for the Bachelor of Science Degree:
Students will complete the GENERAL EDUCATION and the PROFESSIONAL CORE degree requirements as outlined in the appropriate sections with these specific courses required for completion of General Education.
General Education
| GPHY 310 | HUMAN GEOGRAPHY | 3 |
| Total Credit Hours: | 3 |
Professional Core
| EDU 301 | LANGUAGE, LITERACY & TEXTS | 3 |
| EDU 307 | CURRICULUM, PLANNING AND ASSESSMENT | 3 |
| EDU 305 | PARENT PARTNERSHIPS AND COMMUNITY COLLABORATION | 2 |
| EDU 309 | GUIDING SOCIAL DEVELOPMENT AND CLASSROOM MANAGEMENT | 3 |
| EDU 350 | METHODS OF PE AND HEALTH ENHANCEMENT WITH 10 HOUR PRACTICUM EMBEDDED | 3 |
| EDU 311 | CULTURE, DIVERSITY, AND ETHICS | 2 |
| EDU 330 | TEACHING AND ASSESSING SOC. STUDIES K-8 CLASSROOM | 3 |
| EDU 337 | TEACHING EXCEPTIONAL LEARNERS | 3 |
| EDU 344 | TEACHING READING AND LANGUAGE ARTS | 3 |
| EDU 340 | LITERACY ASSESSMENT, DIAGNOSIS AND INSTRUCTION | 3 |
| EDU 380 | CLINICAL EXPERIENCE LEVEL 1 | 2 |
| EDU 420 | TEACHING AND ASSESSING K- 8 MATHEMATICS | 3 |
| EDU 430 | METHODS TEACHING AND ASSESSING K-8 SCIENCE | 3 |
| EDU 440 | TEACHING CREATIVE ARTS | 3 |
| EDU 460 | ACTION RESEARCH IN EDUCATION | 3 |
| EDU 480 | CLINICAL EXPERIENCE LEVEL 2 | 3 |
| EDU 490 | STUDENT TEACHING FOR ELEMENTARY EDUCATION | 12 |
| EDU 495 | REFLECTIVE PRACTICE AND RESEARCH IN EDUCATION | 2 |
| Total Credit Hours: | 59 |
EDU 380: + 8 hr. per week field (grades K-3).
EDU 480: + 8 hr. per week field (grades 4-8).
Total Credit Requirements in Addition to A.A. 62
Total Credit Hours: 131
Student Ed Plan
Associate of Arts and Elementary Education B.S.
Fall – Year 1
Spring – Year 1
Fall – Year 2
| M 130 | MATH FOR ELEMENTARY TEACHERS I | 4 |
| PHSX 121 | FUNDAMENTALS OF PHYSICS I WITH LAB | 4 |
| EDU 235 | INTRODUCTION TO INDIAN EDUCATION | 3 |
| EDU 225 | INTRODUCTION TO EDUCATIONAL PSYCHOLOGY | 3 |
| HPE 285 | PRINCIPLES OF HEALTH AND WELLNESS | 3 |
| Total Credit Hours: | 17 |
Spring – Year 2
| M 131 | MATH FOR ELEMENTARY TEACHERS II | 4 |
| PSCI 210 | AMERICAN GOVERNMENT | 3 |
| NAS 101 | HISTORY OF INDIANS IN THE U.S. | 3 |
| EDU 220/PSYX 230 | HUMAN GROWTH & CHILD DEVELOPMENT | 3 |
| EDU 270 | INSTRUCTIONAL TECHNOLOGY | 3 |
| Total Credit Hours: | 16 |
Fall – Year 3
| GPHY 310 | HUMAN GEOGRAPHY | 3 |
| EDU 301 | LANGUAGE, LITERACY & TEXTS | 3 |
| EDU 307 | CURRICULUM, PLANNING AND ASSESSMENT | 3 |
| EDU 305 | PARENT PARTNERSHIPS AND COMMUNITY COLLABORATION | 2 |
| EDU 309 | GUIDING SOCIAL DEVELOPMENT AND CLASSROOM MANAGEMENT | 3 |
| EDU 350 | METHODS OF PE AND HEALTH ENHANCEMENT WITH 10 HOUR PRACTICUM EMBEDDED | 3 |
| Total Credit Hours: | 17 |
Spring – Year 3
| EDU 311 | CULTURE, DIVERSITY, AND ETHICS | 2 |
| EDU 330 | TEACHING AND ASSESSING SOC. STUDIES K-8 CLASSROOM | 3 |
| EDU 337 | TEACHING EXCEPTIONAL LEARNERS | 3 |
| EDU 344 | TEACHING READING AND LANGUAGE ARTS | 3 |
| EDU 440 | TEACHING CREATIVE ARTS | 3 |
| EDU 380 | CLINICAL EXPERIENCE LEVEL 1 | 2 |
| Total Credit Hours: | 16 |
EDU 440: Music, Art, Drama.
EDU 380: + 8 hr. per week field (Grades K-3).
Current First Aid Card w/CPR (Must complete at least one semester prior to student teaching.)
Fall – Year 4
| EDU 340 | LITERACY ASSESSMENT, DIAGNOSIS AND INSTRUCTION | 3 |
| EDU 420 | TEACHING AND ASSESSING K- 8 MATHEMATICS | 3 |
| EDU 430 | METHODS TEACHING AND ASSESSING K-8 SCIENCE | 3 |
| EDU 460 | ACTION RESEARCH IN EDUCATION | 3 |
| EDU 480 | CLINICAL EXPERIENCE LEVEL 2 | 3 |
| Total Credit Hours: | 15 |
EDU 480: + 8 hr. per week field (Grades 4-8).
Spring – Year 4
| EDU 490 | STUDENT TEACHING FOR ELEMENTARY EDUCATION | 12 |
| EDU 495 | REFLECTIVE PRACTICE AND RESEARCH IN EDUCATION | 2 |
| Total Credit Hours: | 14 |
Total Credit Hours: 127
Practicum hours: 260 before student teaching