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 but may be required to take summer classes prior to fall entrance.
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 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|
|PRINCIPLES OF BIOLOGY [LECTURE]|
and PRINCIPLES OF BIOLOGY [LAB] (Core 7)
|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 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 200||THE ELEMENTARY SCHOOL CHILD AS A LEARNER||3|
|ELED 322||FOUNDATIONS OF READING AND OTHER LANGUAGE ARTS||3|
|MATH 204||MATHEMATICAL CONCEPTS AND STRUCTURES I||4|
|MATH 251||ELEMENTS OF GEOMETRY||4|
|SPED 301||INTRODUCTION TO SPECIAL EDUCATION||3|
|Level I Internship|
|ARED 371||ART AND THE CHILD||2-3|
|or MUED 305||TEACHING MUSIC ELEMENTARY EDUCATION|
|ELED 323||PRINCIPLES AND PRACTICES OF INSTRUCTION IN READING AND LANGUAGE ARTS||3|
|ELED 363||LANGUAGE AND LITERACY INTERNSHIP||3|
|ISTC 301||INTEGRATING INSTRUCTIONAL TECHNOLOGY||3|
|MATH 323||TEACHING MATHEMATICS IN ELEMENTARY SCHOOL||3|
|MATH 324||SUPERVISED OBSERVATION/PARTICIPATION IN ELEMENTARY SCHOOL MATHEMATICS||2|
|Level II Internship|
|BIOL 303||LIFE SCIENCES||3|
|or BIOL 382||ENVIRONMENTAL EDUCATION AND SERVICE LEARNING IN THE TROPICS|
|EDUC 417||CHILDREN'S LITERATURE AND OTHER MATERIALS FOR READING AND LANGUAGE ARTS IN ELEMENTARY SCHOOL||3|
|ELED 357||LINGUISTICALLY DIVERSE LEARNERS IN THE CLASSROOM||3|
|PHSC 303||EARTH SPACE SCIENCE||3|
|SCIE 376||TEACHING SCIENCE IN ELEMENTARY SCHOOL||3|
|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 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 Internship|
|ELED 468||PROFESSIONAL DEVELOPMENT SCHOOL INTERNSHIP II||12|
|ELED 469||PROFESSIONAL DEVELOPMENT SCHOOL INTERNSHIP SEMINAR||3|
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.
|Term 1||Units||Term 2||Units|
|Preprofessional Program begins||EDUC 202 (Core 10)||3|
& 120L (Core 7)
|4||MATH 205 (Core 3)||4|
|HIST 145 or 146 (Core 11)||3||PHSC 101 (Core 8)||4|
|MATH 204||4||PSYC 101 (Core 6)||3|
|Core 1 (or Core 2)||3||Core 2 (or Core 1)||3|
|Term 1||Units||Term 2||Units|
|EDUC 203 (Core 13)||3||ELED 200||3|
|Select one of the following: (Core 12)||3||ELED 320 (Core 9)||3|
|SCED 304 (Core 14)||3|
|Core 4 (Creativity and Creative Development course in ART. DANC, THEA or COSC)||3|
|Term 1||Units||Term 2||Units|
|Level I Internship||Level II Internship|
|ELED 323||3||BIOL 303 or 382||3|
|ELED 363||3||EDUC 417||3|
|ISTC 301||3||ELED 357||3|
|MATH 323||3||PHSC 303||3|
|MATH 324||2||SCIE 376||3|
|Select one of the following:||2-3|
|Term 1||Units||Term 2||Units|
|Level III Internship||Level IV Internship|
|ELED 311||3||ELED 468||6-12|
|ELED 312||3||ELED 469||3|
|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.