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. 

Pre-Professional Required Courses
Core Curriculum Courses
TSEM 102TOWSON SEMINAR (Core 1)3
ENGL 102WRITING FOR A LIBERAL EDUCATION (Core 2)3
MATH 205MATHEMATICAL CONCEPTS AND STRUCTURES II (Core 3)4
Core 4 Creativity and Creative Development course3
Core 5 Arts and Humanities course (must be a different discipline from Core 4)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
ELED 320WRITING FOR ELEMENTARY EDUCATORS (Core 9) 13
EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS (Core 10)3
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
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 203TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13)3
SCED 304EDUCATION, ETHICS AND CHANGE (Core 14)3
Additional Required Courses
ECED 103INTRODUCTION TO EARLY CHILDHOOD EDUCATION3
ECED 201EARLY CHILDHOOD DEVELOPMENT AND INTERVENTION3
ECED 315INFANCY AND TODDLERHOOD DEVELOPMENT AND INTERVENTION3
ELED 322FOUNDATIONS OF READING AND OTHER LANGUAGE ARTS3
ISTC 301INTEGRATING INSTRUCTIONAL TECHNOLOGY3
MATH 204MATHEMATICAL CONCEPTS AND STRUCTURES I4
MATH 251ELEMENTS OF GEOMETRY4
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
Level I Professional Program
BIOL 303LIFE SCIENCES3
or BIOL 382 ENVIRONMENTAL EDUCATION AND SERVICE LEARNING IN THE TROPICS
ECED 461TEACHING THE INTEGRATED ARTS IN EARLY CHILDHOOD3
ELED 412METHODS AND MATERIALS FOR TEACHING LITERACY IN THE PRIMARY GRADES3
ELED 413INTERNSHIP IN PRIMARY LITERACY3
PHSC 303EARTH SPACE SCIENCE3
Level II Professional Program
ECED 341PRE-PRIMARY CURRICULUM3
ECED 343PRE-PRIMARY PRACTICUM3
ECED 360EARLY LITERACY: BEST PRACTICES AND MATERIALS3
ELED 424METHODS AND MATERIALS FOR TEACHING LITERACY IN THE INTERMEDIATE GRADES3
ELED 426LITERACY INSTRUCTION FOR LINGUISTICALLY DIVERSE LEARNERS3
MATH 323TEACHING MATHEMATICS IN ELEMENTARY SCHOOL3
Level III Professional Program
ELED 311CHILDREN 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 Professional Program
ECED 352INTERNSHIP III: PREPRIMARY6
ELED 468PROFESSIONAL DEVELOPMENT SCHOOL INTERNSHIP II6
ELED 469PROFESSIONAL DEVELOPMENT SCHOOL INTERNSHIP SEMINAR3
Total Units134
1

Minimum grade equivalent of B (3.0) is required. 

Suggested Four-Year Plan

Based on course availability and student needs and preferences, the selected sequences will probably vary from those presented below. Students should consult with their adviser to make the most appropriate elective choices.

Freshman
Term 1UnitsTerm 2Units
Preprofessional Program beginsECED 1033
BIOL 120
120L (Core 7)
4EDUC 202 (Core 10)3
HIST 145 or 146 (Core 11)3MATH 205 (Core 3)4
MATH 2044PSYC 101 (Core 6)3
Core 1 (or Core 2)3Select one of the following (Core 12):3
Core 53
 
 
 
 Core 2 (or Core 1)3
 17 19
Sophomore
Term 1UnitsTerm 2Units
ECED 2013ECED 3153
EDUC 203 (Core 13)3ELED 320 (Core 9)3
MATH 2514ELED 3223
SPED 3013ISTC 3013
Core 4 (ART, DANC, THEA or COSC)3PHSC 101 (Core 8)4
 SCED 304 (Core 14)3
 16 19
Junior
Term 1UnitsTerm 2Units
Level I Professional Program Level II Professional Program
BIOL 303 or 3823ECED 3413
ECED 4613ECED 3433
ELED 4123ECED 3603
ELED 4133ELED 4243
PHSC 3033ELED 4263
 MATH 3233
 15 18
Senior
Term 1UnitsTerm 2Units
Level III Professional ProgramLevel IV Professional Program
ELED 3113ECED 3526
ELED 3123ELED 4686
ELED 3653ELED 4693
ELED 4293 
SPED 4013 
 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 there professional community.