Major in Elementary Education
The major in Elementary Education leads to licensure to teach grades 1 through 6. The program provides classroom as well as field and clinical experiences that prepare students to teach in elementary schools. Elementary Education majors must confer with an assigned adviser from the department each term to ensure that their plan of study meets department, college, university, and state requirements.
The Elementary Education major is provided at Towson University and Towson University at Southern Maryland (USMSM).
Elementary Education Coordinator and Adviser at Southern Maryland:
Lisa Wisniewski
Email: lwisniewski@towson.edu
Towson University at Southern Maryland
44219 Airport Road
California, Maryland 20619
This is a screened program. Please see the admission requirements for additional information.
Curricular requirements may be revised due to changes in state licensure requirements, and therefore, students should work with their adviser to ensure they are following the correct program plan.
The Elementary Education major requires 61 units of Core / Pre-Professional coursework and 60 units of professional coursework for a total of 121 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.
| 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 123 & BIOL 120L | LIFE SCIENCES FOR EDUCATION MAJORS and PRINCIPLES OF BIOLOGY [LAB] (Core 7) | 4 |
| PHSC 141 | PHYSICAL SCIENCE FOR EARLY CHILDHOOD AND ELEMENTARY TEACHERS (Core 8) | 4 |
| ELED 320 | WRITING FOR ELEMENTARY EDUCATORS (Core 9) | 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 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 203 | TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13) | 3 |
| SCED 304 | EDUCATION, ETHICS AND CHANGE (Core 14) | 3 |
| Additional Required Courses | ||
| ELED 322 | FOUNDATIONS OF READING AND OTHER LANGUAGE ARTS | 3 |
| ISTC 301 | INTEGRATING INSTRUCTIONAL TECHNOLOGY | 3 |
| MATH 204 | MATHEMATICAL CONCEPTS AND STRUCTURES I | 4 |
| SPED 301 | INTRODUCTION TO SPECIAL EDUCATION | 3 |
| Elective | 3 | |
| Total Units | 61 | |
| Code | Title | Units |
|---|---|---|
| Professional Coursework | ||
| Level I | ||
| ELED 200 | THE ELEMENTARY SCHOOL CHILD AS A LEARNER | 3 |
| ELED 308 | CURRICULUM AND ASSESSMENT IN THE ELEMENTARY CLASSROOM | 3 |
| ELED 412 | METHODS AND MATERIALS FOR TEACHING LITERACY IN THE PRIMARY GRADES | 3 |
| ELED 413 | CLINICAL EXPERIENCE I | 3 |
| SCIE 376 | TEACHING SCIENCE IN ELEMENTARY SCHOOL | 3 |
| Level II | ||
| ELED 309 | CURRICULUM AND SOCIAL EMOTIONAL LEARNING IN THE ELEMENTARY CLASSROOM | 3 |
| ELED 310 | CLINICAL EXPERIENCE II IN ELEMENTARY EDUCATION | 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 |
| Professional Development School Year-Long Clinical Experience 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 | ||
| ELED 311 | CURRICULUM AND INSTRUCTION | 3 |
| ELED 312 | CLINICAL EXPERIENCE III | 3 |
| ELED 313 | INCLUSIVE LEARNING ENVIRONMENTS: UNDERSTANDING CULTURE, CARE, AND COMMUNITY | 3 |
| ELED 365 | TEACHING SOCIAL STUDIES IN THE ELEMENTARY SCHOOL | 3 |
| ELED 429 | PRINCIPLES AND PRACTICES OF ASSESSMENT IN READING AND LANGUAGE ARTS | 3 |
| Level IV | ||
| ELED 468 | CLINICAL EXPERIENCE IV | 12 |
| ELED 469 | CLINICAL EXPERIENCE SEMINAR | 3 |
| Total Units | 60 | |
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 |
| BIOL 123 & BIOL 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 | Core 2 (or Core 1) | 3 |
| Core 5 | 3 | Core 4 | 3 |
| 17 | 16 | ||
| Sophomore | |||
| Term 1 | Units | Term 2 | Units |
| EDUC 203 (Core 13) | 3 | ELED 320 (Core 9) | 3 |
| Select one of the following: (Core 12) | 3 | ELED 322 | 3 |
| SCED 304 (Core 14) | 3 | ||
| ISTC 301 | 3 | ||
| PHSC 141 (Core 8) | 4 | ||
| SPED 301 | 3 | ||
| Elective | 3 | ||
| 16 | 12 | ||
| Junior | |||
| Term 1 | Units | Term 2 | Units |
| ELED 200 | 3 | ELED 309 | 3 |
| ELED 308 | 3 | ELED 310 | 3 |
| ELED 412 | 3 | ELED 424 | 3 |
| ELED 413 | 3 | ELED 426 | 3 |
| SCIE 376 | 3 | MATH 323 | 3 |
| 15 | 15 | ||
| Senior | |||
| Term 1 | Units | Term 2 | Units |
| ELED 311 | 3 | ELED 468 | 12 |
| ELED 312 | 3 | ELED 469 | 3 |
| ELED 313 | 3 | ||
| ELED 365 | 3 | ||
| ELED 429 | 3 | ||
| 15 | 15 | ||
| Total Units 121 | |||
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.