Program Learning Outcomes
- Collaborates with families, colleagues, and other professionals to promote student growth and development.
- Creates developmentally appropriate and challenging learning experiences based on each learner’s strengths, interests, and needs.
PROFESSIONAL AND ETHICAL BEHAVIOR
- Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies, and supervisory directives.
- Is responsible for compliance with all requirements of State Board of Education Rule R277-530 at all levels of teacher development.
- Allows learners multiple ways to demonstrate learning sensitive to diverse experiences, while holding high expectations for all.
- Develops learning experiences that engage and support students as self-directed learners who internalize classroom routines, expectations, and procedures.
- Collaborates with students to establish a positive learning climate of openness, respectful interactions, support, and inquiry.
- Utilizes positive classroom management strategies, including the resources of time, space, and attention, effectively.
- Bases instruction on accurate content knowledge using multiple representations of concept.
- Supports students in learning and using academic language accurately and meaningfully.
- Uses data sources to assess the effectiveness of instruction and to make adjustments in planning and instruction.
- Engages students in understanding and identifying the elements of quality work.
- Documents student progress and provides descriptive feedback to student, parent, and other stakeholders in a variety of ways.
- Demonstrates knowledge of the Utah Core Standards and references them in short- and long-term planning.
- Integrates cross-disciplinary skills into instruction to purposefully engage learners in applying content knowledge.
- Practices a range of developmentally, culturally, and linguistically appropriate instructional strategies to meet the needs of individuals and groups of learners.
- Provides multiple opportunities for students to develop higher-order and meta-cognitive skills.
- Supports and expands each learner’s communication skills through reading, writing, listening, and speaking.
- Uses a variety of effective technology and resources to support learning.
- Develops learners’ abilities to find and use information to solve real-world problems.
- Uses a variety of strategies, including questioning, to promote engagement and learning.
REFLECTION AND CONTINUOUS GROWTH
- Adapts and improves practice based on reflection and new learning.
LEADERSHIP AND COLLABORATION
- Participates actively in decision-making processes, while building a shared culture that affects the school and larger educational community.
- Advocates for the learners, the school, the community, and the profession.
- Students are strongly encouraged to consult their advisor before making coursework selections.
- For Elementary Education majors with available elective credit, it is highly recommended that students choose their electives as an endorsement, concentration, or specialization to make them more marketable. Please consult your Student Success Advisor as early as possible to optimize opportunities.
- If a student graduates with an Elementary Education major and then returns to college to pursue an optional endorsement, concentration, or specialization, the student may not be eligible for federal financial aid.
- Total elective credit is determined by General Education courses taken, degree type selected, additional credits earned, and any additional math or other prerequisite courses needed. For a bachelor’s degree, students must earn a minimum of 40 upper-division credits (courses numbered 3000-4999). Students may need to select additional upper-division courses not included in their major requirements in order to reach this minimum. It is important to see an advisor early to determine the number of credits for your degree plan.
The Department of Teacher Education strongly recommends that students complete the following courses as part of their General Education, as they are prerequisites for required major courses and/or requirements for graduation. Students who do not complete these courses as part of General Education can potentially add additional credits and time to their degree. These courses may or may not need to be taken before starting any major courses; consult a Student Success Advisor for details.
* Note: Students who are not prepared for this math course may need additional math credits/preparation. Please consult your Student Success Advisor for more information.
The following courses are not required but are highly recommended:
General Education Requirement (30-35 Credits)
See General Education for course options.
- Core Course Requirements (12-15 Credits)
- Knowledge Area Requirements (16-20 Credits)
Please note: All students must complete a minimum of 30 credits between the Core and Knowledge Area requirements.
Bachelor’s Degree Type: Arts or Science Requirement (12* or 16** Credits)
Select one degree type from either Bachelor of Arts or Bachelor of Science:
Bachelor of Science (BS) Degree Requirement (12 Credits*)
- Bachelor of Science Degree - Math or Science minimum requirement 12 Credits
* Note: A portion of the B.S. requirements may be met by fulfilling the General Education Core and Knowledge Areas. Because of this, these credits are typically not counted in the degree total at the bottom of page. Some students majoring in non-science fields may need additional math/science courses to reach the minimum 12 credits. Consult your Student Success Advisor for details.
Bachelor of Arts (BA) Degree Requirement (16 Credits**)
- Bachelor of Arts Degree - Foreign Language Requirement 16 Credits
** Note: One semester of a foreign language may also fulfill the General Education Humanities requirement. The 16 credits may be fulfilled by taking four semesters of a foreign language or by testing out of a language and purchasing the credits. These credits are typically counted in the degree total at the bottom of the page. Consult your Student Success Advisor for details.
Elementary Education Curriculum Summary (87-97 Credits)
Core Requirements (30-37 Credits)
Please refer to the 4-year plan for the recommended order the courses should be taken.
Select Two of the Following (3 Credits)
Complete a Math Track (6-10 Credits)
Select Track A or Track B:
Courses Requiring Admission to the Teacher Education Program (30 Credits)
Teacher Candidates must be admitted to the Initial Teacher Education Program and maintain a minimum 3.0 GPA to take the following required courses. (See Admission Procedures.)
Select Three of the Following (9 Credits)
EESL courses require admission to the program. These are recommended courses, but other electives/endorsement courses may be taken with the approval of the department chair or dean.
Elementary Education Block (15 Credits)
Students must be admitted to the College of Education and Human Development Professional Teacher Education Program, have taken all required elementary education courses, and have passed the PRAXIS Elementary Education Content Knowledge. Students must apply for the Block Program one (1) semester prior to admission to Block courses. Students admitted after January 1, 2020, must complete and pass a teacher performance test during student teaching in order to be recommended for licensure.
Student Teaching (12 Credits)
Optional Endorsement Areas
Students may select an optional endorsement from the following:
Total Credits, B.A./B.S. Degree: 120-145