Major in Elementary Education

The major in Elementary Education leads to certification to teach grades 1 through 6. The program provides classroom as well as field/clinical experiences that prepare students for beginning teaching in elementary schools. Candidates who desire a middle school placement must pass the Middle School Praxis subject matter

College of Southern Maryland/Towson University 2+2 Program: The Towson undergraduate program in Elementary Education and College of Southern Maryland (CSM) is a partnership program that prepares students for certification in elementary education (grades 1-6). This program is a two year daytime and evening program, with the last semester being a full-time, day internship. Students complete their AAT requirements at CSM and transfer to Towson University but complete their junior and senior years at schools and CSM campuses in Calvert, Charles, and St. Mary’s County Public School classrooms. Students are admitted to enter the program each Fall and Winter, but may be required to take summer classes prior to fall entrance.

Pre-professional Program (62 units) 

Core Curriculum Courses (45 Units)
Fundamentals (13 units):
TSEM 102TOWSON SEMINAR (Core 1)3
ENGL 102WRITING FOR A LIBERAL EDUCATION (Core 2)3
MATH 205MATHEMATICAL CONCEPTS & STRUCTURES II (Core 3)4
Creativity and Creative Development course in ART. DANC, THEA or COSC (Core 4)3
Ways of Knowing (14 units):
Any Arts and Humanities course. Must be different discipline from Core 4 above (Core 5)3
PSYC 101INTRODUCTION TO PSYCHOLOGY (Core 6)3
BIOL 120
120L
PRINCIPLES OF BIOLOGY [LECTURE]
and PRINCIPLES OF BIOLOGY [LAB] (Core 7)
4
PHSC 101PHYSICAL SCIENCE I (Core 8)4
Writing in a Chosen Field (3 units):
ELED 320WRITING FOR ELEMENTARY EDUCATORS (Core 9) 13
Perspectives (15 units):
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS (Core 10) 23
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13) 23
HIST 145HISTORY OF THE UNITED STATES TO THE CIVIL WAR (Core 11)3
or HIST 146 HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR
SCED 304EDUCATION, ETHICS AND CHANGE (Core 14) 23
Select one of the following:3
WORLD REGIONAL GEOGRAPHY (Core 12)
GEOGRAPHY OF INTERNATIONAL AFFAIRS
INTRODUCTION TO HUMAN GEOGRAPHY
Additional Prerequisites (17 Units)
ELED 200THE ELEMENTARY SCHOOL CHILD AS A LEARNER3
ELED 322FOUNDATIONS OF READING AND OTHER LANGUAGE ARTS3
MATH 204MATHEMATICAL CONCEPTS AND STRUCTURES I4
MATH 251ELEMENTS OF GEOMETRY4
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
Total Units62
1

Must pass with B or higher, no substitutes accepted.

2

*These Core Curriculum courses must be taken in a specific sequence: Metropolitan Perspectives (Core 10), Diversity and Difference (Core 13), Ethical Issues and Perspectives (Core 14).

PROFESSIONAL PROGRAM (61-62 UNITS)

Level I Internship (14-15 Units)
EDUC 417CHILDREN'S LITERATURE AND OTHER MATERIALS FOR READING AND LANGUAGE ARTS IN ELEMENTARY SCHOOL3
ELED 323PRINCIPLES AND PRACTICES OF INSTRUCTION IN READING AND LANGUAGE ARTS3
ELED 357LINGUISTICALLY DIVERSE LEARNERS IN THE CLASSROOM3
ELED 363LANGUAGE AND LITERACY INTERNSHIP3
Select one of the following:2-3
ART AND THE CHILD
TEACHING PHYSICAL EDUCATION IN ELEMENTARY SCHOOL
TEACHING MUSIC ELEMENTARY EDUCATION
Level II Internship (17 Units)
ISTC 301INTEGRATING INSTRUCTIONAL TECHNOLOGY3
BIOL 303LIFE SCIENCES3
or BIOL 382 ENVIRONMENTAL EDUCATION AND SERVICE LEARNING IN THE TROPICS
PHSC 303EARTH SPACE SCIENCE3
MATH 323TEACHING MATHEMATICS IN ELEMENTARY SCHOOL3
MATH 324SUPERVISED OBSERVATION/PARTICIPATION IN ELEMENTARY SCHOOL MATHEMATICS2
SCIE 376TEACHING SCIENCE IN ELEMENTARY SCHOOL3
Professional Development School Year-Long Internship Levels III and IV (0 Units)
Elementary Education majors (Interns) follow the school system calendar for the PDS in which they are assigned. In Level III or Level IV (as appropriate), interns begins in August when teachers start the school year and observe the school system calendar instead of the Towson University spring break
(All courses must be completed before Level III begins)
Level III Internship (15 Units)
ELED 311CHLDREN AND THE ELEMENTARY SCHOOL CURRICULUM AND ASSESSMENT3
ELED 312PROFESSIONAL DEVELOPMENT SCHOOL INTERNSHIP I3
ELED 365TEACHING SOCIAL STUDIES IN THE ELEMENTARY SCHOOL3
ELED 429PRINCIPLES AND PRACTICES OF ASSESSMENT IN READING AND LANGUAGE ARTS3
SPED 401CURRICULUM/METHODS OF INCLUSION3
Level IV Internship (15 Units)
ELED 468PROFESSIONAL DEVELOPMENT SCHOOL INTERNSHIP II12
ELED 469PROFESSIONAL DEVELOPMENT SCHOOL INTERNSHIP SEMINAR3
Total Units61-62

To graduate with a degree in Elementary Education, students must satisfactorily complete all courses in the Elementary Education major.

Suggested Four-Year Plan

The Elementary Education program fulfills requirements for Maryland State Certification in Teaching. The program is divided into a Pre-Professional program and Professional Internships (61/62 units), for a total of 123/124 units. 

Freshman
Term 1UnitsTerm 2Units
Preprofessional Program beginsENGL 102 (Core 2)3
TSEM 102 (Core 1)3MATH 2054
MATH 2044PSYC 1013
BIOL 120
120L
4EDUC 2023
HIST 145 or 1463PHSC 1014
Core 53 
 17 17
Sophomore
Term 1UnitsTerm 2Units
EDUC 2033ELED 32013
MATH 2514SCED 3043
SPED 3013ELED 2003
Core 4 (ART, DANC, THEA or COSC)3ELED 3223
Select one of the following: 3 
 
 
 
 16 12
Junior
Term 1UnitsTerm 2Units
Level I InternshipLevel II Internship
EDUC 4173BIOL 303 or 3823
ELED 3573ISTC 3013
ELED 3233MATH 3233
ELED 3633MATH 3242
Select one of the following:2-3PHSC 3033
SCIE 3763
 
 
 14-15 17
Senior
Term 1UnitsTerm 2Units
Level III InternshipLevel IV Internship
ELED 3113ELED 4686-12
ELED 3123ELED 4693
ELED 3653 
ELED 4293 
SPED 4013 
 15 9-15
Total Units 117-124

ACEI Standard 1. Development, Learning, and Motivation
1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students development, acquisition of knowledge, and motivation.
ACEI Standard 2. Curriculum Standards
2.1 Reading, Writing, and Oral Language Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;
2.2 Science Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science;
2.3 Mathematics Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation;
2.4 Social studies Candidates know, understand, and use the major concepts and modes of inquiry from the social studies the integrated study of history, geography, the social sciences, and other related areas to promote elementary students abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world;
2.5 The arts Candidates know, understand, and use as appropriate to their own understanding and skills the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students;
2.6 Health education Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health;
2.7 Physical education Candidates know, understand, and use as appropriate to their own understanding and skills human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.
ACEI Standard 3. Instruction Standards
3.1 Integrating and applying knowledge for instruction Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community;
3.2 Adaptation to diverse students Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;
3.3 Development of critical thinking and problem solving Candidates understand and use a variety of teaching strategies that encourage elementary students development of critical thinking and problem solving;
3.4 Active engagement in learning Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments;
3.5 Communication to foster collaboration Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.
ACEI Standard 4. Assessment Standards
4.0 Assessment for instruction Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
ACEI Standard 5. Professional Standards
5.1 Professional growth, reflection, and evaluation Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.
5.2 Collaboration with families, colleagues, and community agencies Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.