Elementary Education (B.A., B.S.)

General Education Requirement (30-35 Credits)

See General Education  for course options.

• Core Course Requirements (12-15 Credits)
• Breadth Area Requirements (16-20 Credits)

Please note: All students must complete a minimum of 30 credits between the Core and Breadth 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:

Elementary Education Curriculum (85 Credits)

Free Electives (0-11 Credits)

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. Please consult your Student Success Advisor for details.

Total Credits, B.A. Degree: 120-136

Total Credits, B.S. Degree: 120

Licensure Notification

This program typically leads to licensure/certification and was designed to meet such qualifications for the state of Utah. Students who are or may be planning to pursue licensure/certification in any other U.S. state or territory may need to meet additional education requirements. This is not a reflection of SUU’s accreditation or quality, as each state and territory regulates their own education requirements for occupational licensure.

Students enrolled in a teacher preparation program may potentially be able to use a Utah educator license to obtain licensure through reciprocity. Additional information may be found through the Department of Teacher Education’s reciprocity table.

An overview of all of SUU’s programs that lead to licensure/certification and the programs’ current determination statuses may be found at www.suu.edu/provost/licensure.html.

Program Learning Outcomes

LEARNER DEVELOPMENT

• 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.

LEARNING DIFFERENCES

• Allows learners multiple ways to demonstrate learning sensitive to diverse experiences, while holding high expectations for all.

LEARNING ENVIRONMENTS

• 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.

CONTENT KNOWLEDGE

• Bases instruction on accurate content knowledge using multiple representations of concept.
• Supports students in learning and using academic language accurately and meaningfully.

ASSESSMENT

• 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.

INSTRUCTIONAL PLANNING

• 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.

INSTRUCTIONAL STRATEGIES

• 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.