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 University 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.

This is a screened program. Please see the admission requirements for additional information.

The Elementary Education major requires 62 units of Core / Pre-Professional coursework and 61-62 units of professional coursework for a total of 123-124 units. 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 courses: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
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
Professional Coursework
Level I Internship
ARED 371ART AND THE CHILD2-3
or MUED 305 TEACHING MUSIC ELEMENTARY EDUCATION
ELED 412METHODS AND MATERIALS FOR TEACHING LITERACY IN THE PRIMARY GRADES3
ELED 413INTERNSHIP IN PRIMARY LITERACY3
ISTC 301INTEGRATING INSTRUCTIONAL TECHNOLOGY3
MATH 323TEACHING MATHEMATICS IN ELEMENTARY SCHOOL3
MATH 324SUPERVISED OBSERVATION/PARTICIPATION IN ELEMENTARY SCHOOL MATHEMATICS2
Level II Internship
BIOL 303LIFE SCIENCES3
or BIOL 382 ENVIRONMENTAL EDUCATION AND SERVICE LEARNING IN THE TROPICS
ELED 424METHODS AND MATERIALS FOR TEACHING LITERACY IN THE INTERMEDIATE GRADES3
ELED 426LITERACY INSTRUCTION FOR LINGUISTICALLY DIVERSE LEARNERS3
PHSC 303EARTH SPACE SCIENCE3
SCIE 376TEACHING SCIENCE IN ELEMENTARY SCHOOL3
Professional Development School Year-Long Internship Levels III and IV
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
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 Internship
ELED 468PROFESSIONAL DEVELOPMENT SCHOOL INTERNSHIP II12
ELED 469PROFESSIONAL DEVELOPMENT SCHOOL INTERNSHIP SEMINAR3
Total Units61-62
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.

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 beginsEDUC 202 (Core 10)3
BIOL 120
120L (Core 7)
4MATH 205 (Core 3)4
HIST 145 or 146 (Core 11)3PHSC 101 (Core 8)4
MATH 2044PSYC 101 (Core 6)3
Core 1 (or Core 2)3Core 2 (or Core 1)3
Core 53 
 17 17
Sophomore
Term 1UnitsTerm 2Units
EDUC 203 (Core 13)3ELED 2003
Select one of the following: (Core 12)3ELED 320 (Core 9)3
ELED 3223
SCED 304 (Core 14)3
 
 
MATH 2514 
SPED 3013 
Core 4 (Creativity and Creative Development course in ART. DANC, THEA or COSC)3 
 16 12
Junior
Term 1UnitsTerm 2Units
Level I InternshipLevel II Internship
ELED 4123BIOL 303 or 3823
ELED 4133ELED 4243
ISTC 3013ELED 4263
MATH 3233PHSC 3033
MATH 3242SCIE 3763
Select one of the following:2-3 
 
 
 16-17 15
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

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.