B.A. in Education with a Specialization in Elementary Education
Accreditation
Gallaudet University is accredited by the Middle States Commission on Higher Education (MSCHE) and recognized by the U.S. Department of Education as a Title IV approved institution. The Gallaudet University B.A. Education: Early Childhood Education, Elementary Education, or Secondary Education program is accredited by the Council for the Accreditation of Teacher Preparation (CAEP) organization. The program is also approved by the District of Columbia State Education Agency (SEA) and licensed by the National Association of State Directors of Teacher Education and Certification (NASDTEC). In compliance with the U.S. Department of Education and the District of Columbia Higher Education Licensure Commission (HELC) requirements for participation in the National Council for State Authorization Reciprocity Agreement (NC-SARA), Gallaudet University provides information pertaining to this program and teacher educator licensure within each of the U.S. states and territories. This program is designed to meet the educational requirements for teacher educator licensure in the District of Columbia. If your intent is to secure licensure outside of Washington, D.C., then BEFORE beginning Gallaudet University's program, use the drop-down list below and select the state or territory in which licensure is intended. This will help you determine whether Gallaudet has obtained confirmation from the state or territory to formally identify whether the Gallaudet B.A. Education: Early Childhood Education, Elementary Education, or Secondary Education program meets, does not meet or cannot be confirmed as meeting the educational requirements for licensure.
Summary of Requirements
|
2022-2023 |
| Core Curriculum |
43 |
| Pre-Major Courses |
9 |
| Major and Related Courses |
60 |
| Free Elective Courses |
8 |
| TOTAL |
120 |
Requirements for a Major in Elementary Education
For continuation in a teacher education program, an education major must maintain a cumulative degree average of 2.75 or better, with a B or higher in education courses and a C+ or better in all pre-major, pre-professional and related elective courses.
Required pre-major courses 9 hours
To be taken in freshman or sophomore year:
| EDU 250 | Introduction to Education and Teaching | 3 |
| LIN 101 | Sign Language & Sign Systems | 3 |
| PSY 101 | Introduction to Psychology | 3 |
Required major and related courses 60 hours
Pre-professional Component
| EDU 311 | Foundations of Literacy Teaching and Learning | 3 |
| EDU 323 | Educational Psychology | 3 |
| MAT 171 | Basic Concepts of Mathematics for Early Childhood and Elementary School Teachers I | 3 |
| MAT 172 | Basic Concepts of Mathematics for Early Childhood and Elementary School Teachers II | 3 |
| PSY 210 | Lifespan Development | 3-4 |
| PSY 311 | Development I: Child Psychology | 3 |
Professional Component
| EDU 493 | Integrative Practicum and Seminar in Teaching | 3 |
| EDU 600 | K-12 Curriculum and Instructional Technology | 3 |
| EDU 631 | Literacy Teaching and Learning: Elementary Grades | 3 |
| EDU 633 | Language Arts in Elementary Education | 3 |
| EDU 635 | Elementary School Teaching Methods in Social Studies | 3 |
| EDU 637 | Elementary School Teaching Methods in Science | 3 |
| EDU 638 | Student Teaching: Elementary Education | 9 |
| EDU 639 | Elementary School Teaching Methods in Mathematics | 3 |
| EDU 665 | Children's Literature | 3 |
| EDU 670 | Teaching Students with Disabilities | 3 |
| EDU 694 | Student Teaching Seminar | 3 |
Diversity/Social Justice - Choose one course:
Field Experience Requirements up to 100 Clock Hours
Students will complete field experiences in conjunction with the courses below. These field experience hours do not count in the summary of requirements for the specialization. Students will be required to pay a fee for suitability background checks prior to their initial field experiences in the program. The courses with field experiences include:
Required
| EDU 311 | Foundations of Literacy Teaching and Learning | 3 |
| EDU 600 | K-12 Curriculum and Instructional Technology | 3 |
| EDU 631 | Literacy Teaching and Learning: Elementary Grades | 3 |
EDU 311 and EDU 631: 30 clock hours
EDU 600: 40 clock hours
Program Outcomes
Based on the Council of Exceptional Children (CEC) Standards and Interstate New Teacher Assessment and Support Consortium (INTASC) Principles
Standard 1: Learner Development:The teacher candidate 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 values the perspectives of the child, their family, and the community.
Standard 2: Learning Differences: The teacher candidate uses understanding of individual differences and diverse cultures, languages, and communities to ensure inclusive learning environments that are developmentally appropriate and provide challenging learning experiences for each and every learner to achieve their highest potential.
Standard 3: Learning Environments: The teacher candidate works independently and with others to create environments that support individual and group learning, and that encourage positive social interaction, active engagement, and self-motivation.
Standard 4: Content Knowledge:The teacher candidate understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for each and every learner.
Standard 5: Application of Content: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.
Standard 6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher's and learner's decision-making.
Standard 7: Planning for Instruction:The teacher candidate plans instruction that supports each and 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.
Standard 8: Instructional Strategies: The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and the critical thinking and problem-solving skills needed to apply knowledge in meaningful ways.
Standard 9: Reflection, Professional Learning, and Ethical Practice: The teacher candidate engages in ongoing reflection and professional learning and uses evidence to evaluate practice, particularly the effects of the teacher candidate's choices and actions on others (learners, families, other professionals, and the community, and adapts practice to meet the needs of the learner.
Standard 10: Leadership, Advocacy, and Collaboration:The teacher candidate seeks appropriate advocacy and 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.
Standard 11: Technology:The teacher candidate uses knowledge of effective multimedia communication techniques to foster active inquiry, collaboration, and accessibility to support interaction in the classroom.
Standard 12: Literacy and Numeracy: The teacher candidate applies a variety of instructional strategies to develop and enhance the literacy and numeracy skills of each and every learner including the use of multiple representations and explanations to present ideas and concepts.