BS in Elementary Education (Teacher Licensure)

The dynamics of today's classroom are unique and challenging for teachers and learners. Education professionals in this course explore and analyze issues, complexities, and responsibilities associated with the field of education in the 21st century, including providing equal educational opportunities for all learners, regardless of their abilities and differences. They examine many factors influence learning, including individual experiences, abilities, talents, prior learning, language, culture, and family and community values. Education professionals study special education laws and policies; language diversity; and multiple intelligences. They also address learning theory, diverse learning styles, and practical instructional strategies, and they acquire theoretical and practical knowledge about today's classroom as well as the family and community contexts that influence children's learning and development. EDUC 2400.) 

In this course, education professionals learn theories, principles, practices, and strategies to support literacy development in the elementary grades. Candidates learn about early literacy development including phonological awareness, concepts of print, and phonics. Strategies for developing vocabulary, comprehension, fluency, writing, content-area literacy, and media literacy are also explored. Through course readings and virtual field experiences, candidates analyze literacy instruction and identify research-based principles that support the literacy and learning of all students, including English language learners. Candidates examine the role of formal and informal assessments in planning and modifying literacy instruction to meet the needs of a diverse student population. Topics include organizing the literacy classroom, differentiating literacy instruction, and involving families to support the literacy development of students. EDUC 2400.) 

In this course, teacher candidates prepare to understand the social, physical, emotional, and intellectual growth and development of children as related to learning and motivation in the elementary classroom. Teacher candidates explore philosophies and theories of child development and make connections between and among the key topics of development, learning and motivation, and social and cultural diversity. Learning environments and resources (including technology) that support the developmental needs of elementary children are identified and analyzed. In addition, teacher candidates explore the importance of family and community connections to support children's learning; develop strategies for engaging families in the learning process of their children; and consider the role of children's interests and personal experiences when planning instruction. Teacher candidates identify typical and atypical developmental patterns; analyze effectiveness of instructional strategies; and consider the role of specialists in supporting children's growth and development. EDUC 2401.) 

In this course, candidates explore strategies for effective communication and collaboration with colleagues, specialists, families, and community agencies to provide support for all children. Candidates examine collaboration strategies that promote the growth and learning of all children in the elementary classroom, including those with exceptionalities, gifted and talented students, and English language learners. Candidates learn about the roles of all participants in collaborative teams, including coteaching and participating in the Individualized Education Program (IEP) process. Candidates examine the role of the school in supporting all learners within the larger community context. They identify factors in the students' environments that may affect their growth and learning and explore strategies for effective collaboration with diverse families. (Prerequisite(s): EDUC 2402, EDUC 3052.)

To help ensure high levels of learning and achievement for all students, today's educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. In this course, education professionals examine the interrelationships between assessment, teaching, and learning as well as effective practices for applying and integrating these critical components in the K–6 classroom. They gain a historical perspective on the standards and accountability movement and examine standards in their state or local setting. They also explore learning theory in the context of today's challenging educational goals and standards. In this course, education professionals learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through on-site experiences and Virtual Field Experiences, they critically analyze and implement teaching and learning principles and practices that help ensure awareness of the individual and collective needs of students. This course requires a 15 hour field experience at a school approved by Walden University. EDUC 2401.) 

In this course, education professionals learn to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character to optimize learning for all students. Teachers will learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Age-appropriate skills and strategies for managing dynamic and flexible grouping structures and for teaching conflict resolution will be presented. The course also provides strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem solving with parents and families. This course requires a 15-hour field experience at a school approved by Walden University. EDUC 2401.) 

Reading, listening, speaking, and writing are skills essential to success in school and in life. In this course, teacher candidates can examine a wide range of effective instructional and assessment practices that support the development of reading, oral language, and written communication for K-6 students. Teacher candidates use research-based approaches to literacy instruction while implementing a variety of assessment tools to identify students' difficulties. Teacher candidates use assessment data to create engaging literacy learning experiences at diverse developmental levels. Topics include the incorporation of technology to support and enrich literacy learning, family involvement, and integrating literacy and learning into the content areas This course requires a 15-hour field experience at a school approved by Walden University. (Prerequisite(s): EDUC 2402, EDUC 3052.)

In this course, candidates prepare to become effective educators of social studies and the arts. As they plan and implement instruction, candidates integrate the major concepts, themes, and modes of inquiry from social studies and the arts. Emphasis is on developing strategies to help students become effective citizens of a democratic and culturally diverse society. Candidates focus on building connections across disciplines and using the arts to foster student engagement and communication and promote their abilities to construct and apply knowledge. Candidates use multiple assessments to measure student progress and modify instruction to address the needs of all learners in diverse classrooms. This course requires a 15-hour field experience at a school approved by Walden University. (Prerequisite(s): EDUC 3053, EDUC 3054, EDUC 3056, EDUC 4010, EDUC 4020, American or World History.)

In this course, teacher candidates explore strategies for integrating technology across content areas in order to plan units and lessons that support developmental and curricular goals for elementary students. Candidates create learning experiences that promote student motivation and engagement; support exploration, problem solving, and critical thinking; provide opportunities for collaborative and self-directed learning; and foster content area literacy. Candidates explore a wide variety of technology resources, infusing them in instructional planning to help students learn content and become proficient in the use of technology. Candidates examine effective teaching practices, including formative/authentic assessments and scaffolding techniques to support diverse learners. This course requires a 15-hour field experience at a school approved by Walden University. (Prerequisite(s): EDUC 3054)

This coherent and rigorous approach to teaching and learning K–6 mathematics focuses on conceptual understanding, procedural skills, and application of mathematical knowledge. Coursework also focuses on helping teacher candidates promote problem-solving and communication skills as the core for teaching numbers and operations, algebra, data analysis, probability, measurement, geometry, and the use of manipulatives across math strands. Themes threaded throughout the course include technology, real-world applications, integrating math with other content areas, and building on the strengths and overcoming the challenges of diverse learners. This course includes 15 hours of field experience. (Prerequisite(s): EDUC 3054.)

In this course, education professionals explore teaching and learning in science, based on the latest research on the most effective methods for teaching appropriate science curriculum from Kindergarten through grade 6. Candidates focus on ways to use developmentally appropriate strategies to promote modes of inquiry and analytical skills in science education. They also explore instructional and assessment strategies to develop children's conceptual understanding of science, particularly relating to the standards for physical, life, and earth and space sciences. Candidates examine and apply integration of science with reading, math, social studies, and technology. Candidates consider their own science content knowledge and explore local professional development opportunities. This course requires a 15-hour field experience at a school approved by Walden University. (Prerequisite(s): EDUC 3054 and Lab Science requirement.)

Choose Five from any general education category.

Demonstration teaching is the culminating experience in the teacher preparation program and is an opportunity to apply knowledge and skills. Education professionals participate in orientation activities and then gradually assume complete teaching responsibility of an elementary classroom. Education professionals take full control for 4 consecutive weeks over a 12-week placement, gaining real-world experience and the opportunity to translate theory into practice.Candidates demonstrate the various roles of an elementary educator. Education professionals work closely with, and are evaluated by, their Walden University supervisor, classroom cooperating teacher, and Walden faculty member. During demonstration teaching, all professionals complete the Education Teacher Performance Assessment (edTPA), participate in weekly discussions, and complete a collaboration based major assessment. This course requires a 12-week full-time classroom experience at a school approved by Walden University. Completion of all other required coursework.)