Major in Elementary Education with Dual Certification in Early Childhood Education (PreK-6)
Through the collaboration of the Elementary Education and the Early Childhood Education Departments, interested students can pursue a dual certification program leading to PreK-6 certification in Early Childhood and Elementary Education. Interested students should contact the Elementary Education Department.
The Elementary Education/Early Childhood Dual Certification program fulfills requirements for Maryland State Certification in Teaching. The program is divided into a Pre-Professional program and Professional Internships for a total of 134 units.
Students completing the Early Childhood Education track of the Elementary Education major are required to complete 134 units and will be eligible for dual certification in Early Childhood (Grades PK-3) and Elementary (Grades 1-5). All courses must be completed with a minimum C (2.0) grade equivalent, except for ELED 320, which requires a minimum B (3.0) grade equivalent. The Pass (PS) grading option may not be used for any of the following required courses.
Minimum requirements for admission into teacher education programs, maintaining candidate status and formal entry into the capstone internship are outlined on the Standards for Teacher Education page in the Undergraduate Catalog.
| Code | Title | Units |
|---|---|---|
| Pre-Professional Required Courses | ||
| Core Curriculum Courses | ||
| TSEM 102 | TOWSON SEMINAR (Core 1) | 3 |
| ENGL 102 | WRITING FOR A LIBERAL EDUCATION (Core 2) | 3 |
| MATH 205 | MATHEMATICAL CONCEPTS AND STRUCTURES II (Core 3) | 4 |
| Core 4 Creativity and Creative Development course | 3 | |
| Core 5 Arts and Humanities course (must be a different discipline from Core 4) | 3 | |
| PSYC 101 | INTRODUCTION TO PSYCHOLOGY (Core 6) | 3 |
| BIOL 120 & 120L | PRINCIPLES OF BIOLOGY [LECTURE] and PRINCIPLES OF BIOLOGY [LAB] (Core 7) | 4 |
| PHSC 101 | PHYSICAL SCIENCE I (Core 8) | 4 |
| ELED 320 | WRITING FOR ELEMENTARY EDUCATORS (Core 9) 1 | 3 |
| EDUC 202 | HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS (Core 10) | 3 |
| HIST 145 | HISTORY OF THE UNITED STATES TO THE CIVIL WAR ( Core 11) | 3 |
| or HIST 146 | HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR | |
| Select one of the following: | 3 | |
| WORLD REGIONAL GEOGRAPHY (Core 12) | ||
| INTRODUCTION TO HUMAN GEOGRAPHY (Core 12) | ||
| WORLD HISTORY BEFORE 1300 (Core 12) | ||
| WORLD HISTORY SINCE 1300 (Core 12) | ||
| EDUC 203 | TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13) | 3 |
| SCED 304 | EDUCATION, ETHICS AND CHANGE (Core 14) | 3 |
| Additional Required Courses | ||
| ECED 103 | INTRODUCTION TO EARLY CHILDHOOD EDUCATION | 3 |
| ECED 201 | EARLY CHILDHOOD DEVELOPMENT AND INTERVENTION | 3 |
| ECED 315 | INFANCY AND TODDLERHOOD DEVELOPMENT AND INTERVENTION | 3 |
| ELED 322 | FOUNDATIONS OF READING AND OTHER LANGUAGE ARTS | 3 |
| ISTC 301 | INTEGRATING INSTRUCTIONAL TECHNOLOGY | 3 |
| MATH 204 | MATHEMATICAL CONCEPTS AND STRUCTURES I | 4 |
| MATH 251 | ELEMENTS OF GEOMETRY | 4 |
| SPED 301 | INTRODUCTION TO SPECIAL EDUCATION | 3 |
| Level I Professional Program | ||
| BIOL 303 | LIFE SCIENCES | 3 |
| or BIOL 382 | ENVIRONMENTAL EDUCATION AND SERVICE LEARNING IN THE TROPICS | |
| ECED 461 | TEACHING THE INTEGRATED ARTS IN EARLY CHILDHOOD | 3 |
| ELED 412 | METHODS AND MATERIALS FOR TEACHING LITERACY IN THE PRIMARY GRADES | 3 |
| ELED 413 | INTERNSHIP IN PRIMARY LITERACY | 3 |
| PHSC 303 | EARTH SPACE SCIENCE | 3 |
| Level II Professional Program | ||
| ECED 341 | PRE-PRIMARY CURRICULUM | 3 |
| ECED 343 | PRE-PRIMARY PRACTICUM | 3 |
| ECED 360 | EARLY LITERACY: BEST PRACTICES AND MATERIALS | 3 |
| ELED 424 | METHODS AND MATERIALS FOR TEACHING LITERACY IN THE INTERMEDIATE GRADES | 3 |
| ELED 426 | LITERACY INSTRUCTION FOR LINGUISTICALLY DIVERSE LEARNERS | 3 |
| MATH 323 | TEACHING MATHEMATICS IN ELEMENTARY SCHOOL | 3 |
| Level III Professional Program | ||
| ELED 311 | CHILDREN AND THE ELEMENTARY SCHOOL CURRICULUM AND ASSESSMENT | 3 |
| ELED 312 | PROFESSIONAL DEVELOPMENT SCHOOL INTERNSHIP I | 3 |
| ELED 365 | TEACHING SOCIAL STUDIES IN THE ELEMENTARY SCHOOL | 3 |
| ELED 429 | PRINCIPLES AND PRACTICES OF ASSESSMENT IN READING AND LANGUAGE ARTS | 3 |
| SPED 401 | CURRICULUM/METHODS OF INCLUSION | 3 |
| Level IV Professional Program | ||
| ECED 352 | INTERNSHIP III: PREPRIMARY | 6 |
| ELED 468 | PROFESSIONAL DEVELOPMENT SCHOOL INTERNSHIP II | 6 |
| ELED 469 | PROFESSIONAL DEVELOPMENT SCHOOL INTERNSHIP SEMINAR | 3 |
| Total Units | 134 | |
- 1
Minimum grade equivalent of B (3.0) is required.
Sample Four-Year Plan
The selected course sequence below is an example of the simplest path to degree completion. Based on course schedules, student needs, and student choice, individual plans may vary. Students should consult with their adviser to make the most appropriate elective choices and to ensure that they have completed the required number of units (120) to graduate.
| Freshman | |||
|---|---|---|---|
| Term 1 | Units | Term 2 | Units |
| Preprofessional Program begins | ECED 103 | 3 | |
| BIOL 120 & 120L (Core 7) | 4 | EDUC 202 (Core 10) | 3 |
| HIST 145 or 146 (Core 11) | 3 | MATH 205 (Core 3) | 4 |
| MATH 204 | 4 | PSYC 101 (Core 6) | 3 |
| Core 1 (or Core 2) | 3 | Select one of the following (Core 12): | 3 |
| Core 5 | 3 | ||
| Core 2 (or Core 1) | 3 | ||
| 17 | 19 | ||
| Sophomore | |||
| Term 1 | Units | Term 2 | Units |
| ECED 201 | 3 | ECED 315 | 3 |
| EDUC 203 (Core 13) | 3 | ELED 320 (Core 9) | 3 |
| MATH 251 | 4 | ELED 322 | 3 |
| SPED 301 | 3 | ISTC 301 | 3 |
| Core 4 (ART, DANC, THEA or COSC) | 3 | PHSC 101 (Core 8) | 4 |
| SCED 304 (Core 14) | 3 | ||
| 16 | 19 | ||
| Junior | |||
| Term 1 | Units | Term 2 | Units |
| Level I Professional Program | Level II Professional Program | ||
| BIOL 303 or 382 | 3 | ECED 341 | 3 |
| ECED 461 | 3 | ECED 343 | 3 |
| ELED 412 | 3 | ECED 360 | 3 |
| ELED 413 | 3 | ELED 424 | 3 |
| PHSC 303 | 3 | ELED 426 | 3 |
| MATH 323 | 3 | ||
| 15 | 18 | ||
| Senior | |||
| Term 1 | Units | Term 2 | Units |
| Level III Professional Program | Level IV Professional Program | ||
| ELED 311 | 3 | ECED 352 | 6 |
| ELED 312 | 3 | ELED 468 | 6 |
| ELED 365 | 3 | ELED 469 | 3 |
| ELED 429 | 3 | ||
| SPED 401 | 3 | ||
| 15 | 15 | ||
| Total Units 134 | |||
STANDARD 1 – Understanding and Addressing Each Child’s Developmental and Learning Needs
Candidates use their understanding of children growth and development, individual differences, and diverse families, cultures and communities to plan and implement inclusive learning environments that provide each child with equitable access to high quality learning experiences that engage and create learning opportunities for them to meet high standards. They work collaboratively with families to gain a holistic perspective on children's strengths and needs and how to motivate their learning.
STANDARD 2 – Understanding and Applying Content and Curricular Knowledge for Teaching
Candidates demonstrate and apply understanding major concepts, skills, and practices, as they interpret disciplinary curriculum standards and related expectations within and across literacy, mathematics, science, and social studies.
STANDARD 3 – Assessing, Planning, and Designing Contexts for Learning
Candidates assess students, plan instruction and design classroom context for learning. Candidates use formative and summative assessment to monitor students' learning and guide instruction. Candidates plan learning activities to promote a full range of competencies for each student. They differentiate instructional materials and activities to address learners' diversity. Candidates foster engagement in learning by establishing and maintaining social norms for classrooms. They build interpersonal relationships with students that generate motivation, and promote students social and emotional development.
STANDARD 4 – Supporting Each Child’s Learning Using Effective Instruction
Candidates make informed decisions about instruction guided by knowledge of children and assessment of children's learning that result in the use of a variety of effective instructional practices that employ print, and digital appropriate resources. Instruction is delivered using a cohesive sequence of lessons and employing effective instructional practices. Candidates use explicit instruction and effective feedback as appropriate, and use whole class discussions to support and enhance children's learning. Candidates use flexible grouping arrangements, including small group and individual instruction to support effective instruction and improved learning for every child.
STANDARD 5 – Developing as a Professional
Candidates promote learning and development of every child through participation in collaborative learning environments, reflective self-study and professional learning, and involvement in their professional community.