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Elementary Education - Unique Program

Overview: 

The Bachelors of Science Degree in Elementary Education is for students seeking employment opportunities as certified elementary classroom teachers in grades 1-8. The degree serves transfer students who have taken education related classes at their previous institution and are looking to continue towards certification. Topics covered in the first two semesters are devoted to developing a teaching foundation, the third semester to teaching methods, and in the final semester students will put their learned concepts into practice during a 15-week student teaching internship. Students may begin taking classes in fall, spring or summer sessions. A non-certified track of this program is also available.

Units Required for Degree – 120

 

UA Course Requirements Units
1st Semester  
MATH 105 Mathematics in Society 3
ENGL 101 3
Tier I General Education 3
Tier I General Education 3
First Semester Second Language 4
Tier I General Education 3

2nd Semester
 
ENGL 102 3
POL 210: AGEC Social Science (Constitution) 3
Tier I General Education 4
Tier I General Education 4
Second Semester Second Language 0-4

3rd Semester
 
MATV 302A Understanding Elementary Math I 3
Tier II General Education 3
Tier II General Education 3
Elementary Ed Science 3
Tier II General Education 3

4th Semester
 
TEDV 300 Introduction to Education 3
TEDV 302 Introduction to Special Education 3
LCEV 404 Cultural Diversity in Education 3
MATV 302B Understanding Elementary Math II 3
Elementary Ed Science 4

5th Semester
 
LCEV 408 Teaching English to English Language Learners 3
TEDV 311 Literacy in Elementary School 3
TEDV 326 Learning and Development 3
TEDV 411 Computer Applications in the Classroom 3
TEDV 394B Field Studies I L-3rd grade OR 394C Field Studies II 4th-8th grade 1
TEDV 322 Creative Arts in Context 3

6th Semester
 
TEDV 324 Teaching Exceptional Children 3
TEDV 430 Assessment in Education 3
TEDV 420 Classroom Management and Instruction 3
TEDV 394B Field Studies I L-3rd grade OR 394C Field Studies II 4th-8th grade 1
   

7th Semester
 
TEDV 330 Reading Instruction and Assessment 3
TEDV 331 Language Arts Instruction and Assessment 3
TEDV 332 Math Instruction and Assessment 3
TEDV 333 Science Instruction and Assessment 3
TEDV 334 Social Studies Instruction and Assessment 3
TEDV 494A Field Studies 1

8th Semester
 
TEDV 493D Student Teaching in Elementary School 12
TEDV 498 Senior Capstone 2

 

Expected Learning Outcomes: 

The B.S. Elementary Education Program goal is to prepare knowledgeable, competent, professional, and caring teachers who provide quality instruction in the classrooms of Southern Arizona’s increasingly diverse communities. Graduates should demonstrate the following Learning Outcomes:

UA South College Level Learning Outcomes

The college has adopted three college-wide learning outcomes in addition to  4th and 5th discipline specific outcomes:

1. Practice Effective Communication (Apply)

2. Integrate Critical Thinking (Synthesize)

3. Develop Cultural Competency (Apply)

4. Demonstrate Teacher Effectiveness (from InTASC Model Core Teaching Standards listed below) (Apply)

 

Students who graduate with the BS in Elementary Education will demonstrate competency in the InTASC standards established in the Council of Chief State School Officers (2011) through Signature Assignments and teaching observations.

4-1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

4-2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

4-3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

4-4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

4-5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

4-6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

4-7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

4-8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

4-9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

4-10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

 

5. Demonstrate Technology Strategies for Teaching and Learning (from ISTE Model Standards for teachers listed below) (Apply)

Students who graduate with the BS in Elementary Education will model and apply the ISTE Standards for teaching students established by the International Society for Technology in Education through course assignments and teaching observations.

5-1. Facilitate and inspire student learning and creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

5-2. Design and develop digital age learning experiences and assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the standards.

5-3. Model digital age work and learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

5-4. Promote and model digital citizenship and responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

5-5. Engage in professional growth and leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

The following table indicates where Learning Outcomes are assessed in each of the program's courses.

 

Learning Outcome

 

Courses Assessed

Course Assignments

1. Practice Effective Communication

TEDV 300, TEDV 302, TEDV 322, TEDV 420, TEDV 394B, TEDV 394C, TEDV 498

Plan of Effective Teaching, Observation Assignment, Arts Response Paper, Classroom Connection Paper, Classroom Management Plan, Reflection Goals, Electronic Portfolio,

2. Integrate Critical Thinking

TEDV 300, TEDV, 302, TEDV 322, TEDV 324, TEDV 326, TEDV 420, TEDV 498

Philosophy of Education, Movie Critique, Integrated Arts Instructional Plan, Special Education Referral and Services Process, Mock IEP, Case Studies, Rational Problem Solving Model, Senior Capstone Project

3. Develop Cultural Competency

TEDV 334, TEDV 322, LCEV 408, TEDV 331

Culturally Responsive Classroom Assessment, Cultural Arts Identity Project, SIOP Lesson Plan, Dialogue Journals Project

4. Demonstrate Teacher Effectiveness

TEDV 330, TEDV 331, TEDV 332, TEDV 333, TEDV 334, TEDV 493

Reading Lesson Plans, Reading Instructional Analysis, Student Assessment Case Study, Writing Portfolio Project, Assessing For Understanding, Math Center, Math and Science Exploratorium, Math and Science Fieldtrip, Webquest, Student Teaching

5. Demonstrate Technology strategies for teaching and learning

TEDV 334, TEDV 333, TEDV 411, TEDV 311

WebQuest, Virtual Fieldtrip, Technology Integration Projects, Digital Storybook

 

 
 
 
 
 
 
 
 
 
Assessment Activities: 

We assess at both a course and program level.

 

Course Level Assessment At the course level we assess students through the following:

  • Course assignments as indicated by the table above.
  • Student Teaching Midterm and Final Evaluations (TEDV 493) where students apply knowledge from all program coursework and theory into practice in a 15 week student teaching practicum with daily responsibility for instruction, planning, and assessment in the elementary classroom
  • Electronic Portfolio (TEDV 498) a compilation of work throughout the program designed to showcase student growth and reflection towards becoming a professional teacher
  • Senior Capstone Project (TEDV 498) a substantive project that demonstrates a synthesis of learning accumulated throughout the education program, including broadly comprehensive knowledge of the discipline and showcase of accomplishments

 

Program Level Assessment We assess at the program level through four methods:

  • ADE Review - The program is an Arizona Department of Education (ADE) approved Teacher preparation program so it is assessed through an Elementary Teacher Preparation Program Review that occurs every six years
  • NES Testing - The NES (National Evaluation Series) test is required for Arizona teacher certification and the Professional Knowledge Subtest is an assessment of the knowledge and skills students should acquire in the program
  • School Administrator Surveys - The program prepares graduates to be teachers that will serve in the local community so we assess through surveys given to superintendents and principals of schools where UA South graduates are employed
  • Graduate Surveys- We assess the program through surveys we provide to students at the completion of their program degree program.

 

Assessment Findings: 

The Title II of the Higher Education Act of 1965 requires states to report annually on key elements of their teacher preparation programs and requirements for initial teacher certification, kindergarten through twelfth grade. Colleges and universities with state approved teacher preparation programs, whether traditional or alternative route programs, must annually collect and submit information to the U.S. Department of Education through their state departments of education. The purpose of the data is to provide Congress, aspiring teachers, the education community, researchers and policymakers, and the public with information that Congress has identified as important to a basic understanding of teacher preparation in the United States. The most recent national report is available on the Title II website.

 

The Title II Report submitted by UA South to the Arizona Department of Education for the Elementary Education Program and M.Ed. in Secondary Education Traditional Program provides information on admission requirements, number of prospective teachers enrolled, demographic composition of enrollees, number of enrollees who successfully completed the program, certification assessment passing rates, enrollment trends, and narrative on program elements.

 

Title II – University of Arizona South Traditional Program Complete Report Card (2017)

Link only viewable by arizona.edu

 

Course Level Assessment Findings:

Course assignments
Pass rates for assignments linked to each learning outcome is as follows:
Practice Effective Communication - 88%
Integrate Critcal Thinking - 91%
Develop Cultural Competency - 95%
Demonstrate Teacher Effectiveness - 97%
Demonstrate Technology Strategies for Teaching and Learning - 86%
 
Student Teaching Midterm and Final Evaluations - Students should perform at a "Proficient" rating to pass student teaching
 
Electronic Portfolio - Students must submit all "Required" items
 
Senior Capstone Project - Students must pass the Senior Capstone Project with a grade of 70% or above

 

Program Level Assessment We assess at the program level through four methods:

ADE Review - Our program is currently undergoing an ADE Elementary Teacher Education Program Review. The review documents were submitted December 8, 2015. We are awaiting program scoring and comments, which are expected in the spring of 2016.
 
NES Testing Pass rate for Professional Knowledge (Elementary) Exam (2012-2013) - 93%
 
School Administrator Surveys - Seventy-eight percent of respondents answered that the preparedness of UA graduates compared to other beginning teachers who were non UA South teacher education graduates was average or above average. Seventy-four percent responded that UA South teacher education graduates were prepared overall.
 
Graduate Surveys - Eighty eight percent of respondents answered that they would grade the quality of the program with a grade of A or B. Eighty eight percent of respondents answered that they would grade the quality of the field experiences with a grade of A or B.  Eighty eight percent of respondents answered that they would recommend the program to a future teacher.

 

 

Change in Response to Findings: 

Program Level Changes

We are currently awaiting the report and scores from ADE and once those are received then changes will be known and reported.

Principals and superintendents were given the School Administrator survey to respond for all teacher education graduates. The results represent graduates from three teacher education programs. Future surveys will collect information specifically about the Elementary Education program.

Updated date: Mon, 10/30/2017 - 15:23