Elementary Education
Is a Bachelor’s Degree in Elementary Education for Me?
The need for well-qualified elementary education teachers in today’s school systems is increasing, and will continue to 
increase as a generation of elementary teachers retires from the workforce. Southwestern College Professional Studies offers adult learners who want to become elementary education teachers the opportunity to complete an education licensure preparation program in a format that allows a balanced approach to work, family, and educational pursuits.
Complete Your Bachelor’s Degree in Elementary Education from a Distance
Professional Studies offers accredited online and on-ground elementary education programs for local and distant learners. All coursework – with the exception of student teaching requirements – can be completed completely online in 6 and 12-week courses for anytime, anywhere convenience.
Southwestern College is accredited by the National Council for Accreditation of Teacher Education, the Kansas State Department of Education, the Higher Learning Commission, and is a member of the North Central Association.
Military personnel may also want to check out Troops to Teachers, a U.S. Department of Education and Department of Defense program that helps eligible military personnel begin a new career as teachers in public schools.
Colorado Licensure Requirements for out-of-state and foreign applicants
Application checklist for Missouri Teacher’s License for non-Missouri graduates
Nebraska Regional Exchange Certificate two-year provisional or temporary certificate information
Program Outcomes
The Southwestern College teacher education program is a student-centered learning community dedicated to optimal intellectual growth, preparation for leadership in the field of education, personal development, ethical values, and lifelong service in a world beyond cultural boundaries. The goals of teacher education program are in the Conceptual Framework. This states that the professional educator will:
- possess wisdom of practice;
- have the ability to facilitate student learning;
- have the ability to interact effectively;
- have the ability to reflect.
- The educator demonstrates the ability to use the central concepts, tools of inquiry, and structures of each discipline he or she teaches and can create opportunities that make these aspects of subject matter meaningful for all students.
- The educator demonstrates an understanding of how individuals learn and develop intellectually, socially, and personally and provides learning opportunities that support this development.
- The educator demonstrates the ability to provide different approaches to learning and creates instructional opportunities that are equitable, that are based on developmental levels, and that are adapted to diverse learners, including those with exceptionalities.
- The educator understands and uses a variety of appropriate instructional strategies to develop various kinds of students’ learning including critical thinking, problem solving, and reading.
- The educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
- The educator uses a variety of effective verbal and non-verbal communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
- The educator plans effective instruction based upon the knowledge of all students, community, subject matter, curriculum outcomes, and current methods of teaching reading.
- The educator understands and uses formal and informal assessment strategies to evaluate and ensure the continual intellectual, social, and other aspects of personal development of all learners.
- The educator is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community), actively seeks out opportunities to grow professionally, and participates in the school improvement process (Kansas Quality Performance Accreditation [QPA]).
- The educator fosters collegial relationships with school personnel, parents, and agencies in the larger community to support all students’ learning and well-being.
- The educator demonstrates the ability to integrate across and within content fields to enrich the curriculum, develop reading and thinking skills, and facilitate all students’ abilities to understand relationships between subject areas.
- The educator understands the role of technology in society and demonstrates skills using instructional tools and technology to gather, analyze, and present information, enhance instructional practices, facilitate professional productivity and communication, and help all students use instructional technology effectively.
- The educator is a reflective practitioner who uses an understanding of historical, philosophical, and social foundations of education to guide educational practices.
Required and Core Courses
Education Coursework
HRD 210 Building Academic Success
EDUC 212 Education Entrance Seminar (1 credit hour)
EDUC 215 Foundations of Education
EDUC 216 Diversity Field Experience (1 credit hour)
Elementary Education Requirements
EDUC 220 Educational Technology
EDUC 223 Fine Arts in the Elementary School
EDUC 318 Numbers, Computation, and Mathematical Processes
EDUC 328 Instructional Strategies/ P.E. (2 credit hours)
EDUC 329 Child/Adolescent Literature
EDUC 336 Introduction to the Reading Process
EDUC 337 Science in the Elementary School
EDUC 338 Math in the Elementary School
EDUC 341 Reading in the Elementary School
EDUC 344 Content Area Literacy
EDUC 345 Social Science in the Elementary School
Professional Teacher Courses
Admission to Teacher Education required prior to enrolling in the following classes:
EDUC 322 Educational Psychology
EDUC 323 Introduction to Exceptionalities
EDUC 437 Elementary School Methods
EDUC 440 Student Teaching Seminar (1 credit hour)
EDUC 447 Observation and Supervised Teaching in the Elementary School (12 Credit Hours)
General Education Requirements
Composition: College Writing 1 and College Writing 2
Speech: Elements of Oral Communication
Math: College Algebra, or Statistics, or Higher Level Math
Health: Critical Issues in Health
Natural Science: At least 3 credit hours
Social Science: At least 3 credit hours
Humanities: At least 3 credit hours
Arts: At least 3 credit hours
Other Cultures: At least 3 credit hours
CLO 499 Responsibilities for the Future
The KSDE approved and NCATE accredited Teacher Education Program offered by Southwestern College provides study and practice of the essential knowledge, skills, and dispositions for obtaining a teaching license. In addition to successfully completing the program of study, each student is required to take and pass one or more KSDE identified licensure exam(s) at or above the level of performance specified by KSDE. With successful completion of the teacher education program of study as well as passing the required licensure exam(s), Southwestern College will be able to recommend the successful student for a specific teaching license or endorsement.
If not applying to teach in the state of Kansas, please check with your state’s department of education for specific licensure testing requirements.
Course Descriptions
HRD210 Building Academic Success
Introduces academic success topics and tools that are intended to establish and strengthen understanding of the learner and academic success coach relationship, critical thinking and reading, institutional policies and procedures, and the basics of online research and academic writing while experiencing the Southwestern College Professional Studies course format on the way to becoming a Southwestern College Moundbuilder.
EDUC 212 Education Entrance Seminar
An introductory and exploratory course for those considering education as a career. The course is desinged to assist each prospective teacher in gaining a valid and comprehensive knowledge of what is involved in a teaching career. Emphasis is placed upon inquiry and personal involvement in planning an effective and successful career in education 1 credit hour
EDUC 215 Foundations of Education
The course explores the theories and application of educational philosophies for students’ use in both the classroom and their professional lives. Additionally, educational institutions will be examined from historical, economic, sociological, and political perspectives.
EDUC 216 Diversity Field Experience
This course provides an opportunity for prospective teachers to observe, tutor, or mentor students in a school where there is a diverse population. Students must complete at least 20 hours of work in a school with a diverse population. (Prerequisite: EDUC 215. Must be completed prior to enrollment in EDUC 440, EDUC 447, EDUC 448 or EDUC 449) 1 credit hour
EDUC 220 Educational Technology
Students will investigate and evaluate the significant impact technology has on learning, motivation, and pedagogy. Students will interpret and implement the National Educational Technology Standards for Teachers (NETS-T) and for students (NETS-S) and apply the NETS-T to construct valuable teaching experiences, as well as experiences to highlight student learning that reflect the NETS-S. Technology integration across the curriculum will be explored and students will develop and design lessons and use technology tools to support learning in an educational environment.
EDUC 223 Fine Arts in the Elementary School
The course provides a pre-service teacher with the design, implementation, and evaluation of fine arts (music, art, dance) learning activities that are developmentally appropriate, meaningful, and challenging for all K-6th grade students, and the learning activities lead to positive learning outcomes that develop positive dispositions toward artistic explorations and expression.
EDUC 318 Numbers, Computation, and Mathematical Processes
A course focusing on number sense, number systems, and their properties with an emphasis on analyzing the Kansas State Department of Education (KSDE) numbers and computation standard, benchmarks, and indicators. An introduction of theorists, theories, and developmental stages will be addressed and integrated into activities and lessons. Development and understanding of the 5 process standards, connections, and application with number sense in the classroom. All methods, concepts, and strategies will be applied to a classroom environment and differentiated for all learners. This course is a required prerequisite to EDUC 338, for those learners beginning in Fall 1 2011 and later.
EDUC 328 Instructional Strategies in Physical Education for the Elementary Classroom Teacher
Designed for the K-5 classroom teacher, this course addresses the major concepts of health education, human movement, and physical activity as essential elements which foster a healthy lifestyle. Content includes health, nutrition, safety, impact of movement on brain development and learning, and integrates movement learning theories and practice across all curricular areas and instruction. 2 credit hours
EDUC 329 Children’s and Adolescent’s Literature
Survey of literature K-12. Exploration of literature and relevant contemporary issues regarding literary works and pedagogy pre-K through 12th grade.
EDUC 336 Introduction to the Reading Process
Introduces prospective early childhood and elementary teachers to children’s speech and language development, the recognition and development of readiness skills, the overall scope of emergent literacy issues and an understanding of basic literacy development, appropriate methodologies for building the communication skills of students and curriculum and instructional resources that would integrate these skills in all curricular areas. In conjunction with regular course work, the prospective teacher will gain experience through practical application with a required 20 hour practicum in the public schools.
EDUC 337 Science in the Elementary School
A course that focuses on methods of science instruction, organizing and presenting science materials for instruction, observation of classroom science presentation, familiarization with current trends in science education, and the development of a background in the content areas of science.
EDUC 338 Math in the Elementary School
A course focusing on principles and methods of mathematics instruction at the elementary level organized around the 13 math standards of the Kansas State Board of Education (adapted from NCTM guidelines). Development and presentation of math materials and units of instruction, familiarization with current trends in math curriculum and instructional methodology, and attention to evaluating and adapting instructional materials and delivery methods to the needs and learning styles of students are components of this course. Prerequisite: EDUC 318 for learners beginning Fall 1 2011 and later.
EDUC 341 Reading in the Elementary School
A course that emphasizes the various methods of teaching and assessing reading, diagnosing reading problems, and developing programs to strengthen comprehension and vocabulary. Students also practice adapting teaching strategies and content for special needs or learning styles. In conjunction with regular course work, students gain experience through practical application with a required 20-hour practicum in the public schools. (Prerequisites: admission to Teacher Education)
EDUC 344 Content Area Literacy
This course will address the content area literacy movement and the philosophy behind this approach to instruction in K-12. Schema activation for pre-reading, metacognitive monitoring for during reading and post-reading discussion building and critical thinking with be addressed. This class will also address vocabulary and concept development, study skills, effective writing prompts, assessments and considerations for special-needs and English language learners.
EDUC 345 Social Science in the Elementary School
A course that emphasizes the relationship of the various social science areas and the elementary school curriculum. Content includes unit and instructional material development and presentation, familiarization with current trends in social studies instruction. Emphases include multicultural instruction, interdisciplinary unit development, and the methodology of content delivery.
EDUC 322 Educational Psychology
A course designed specifically to study the behavior of individuals and groups in educational settings. Emphasis is placed upon development, motivation, assessment, individual differences, teaching modalities and learning preferences. Attention is also given to character education and attitudes. Directed observation/participation in the public schools provides practical application of course theory. Twenty hours of observation/participation in a public school classroom required. (Prerequisite: Admission to Teacher Education)
EDUC 323 Introduction to Exceptionalities
A course designed to prepare prospective elementary and secondary teachers in the understanding and appreciation of students with exceptionalities. Emphasis is placed upon characteristics and categories of exceptionality, processes of referral, assessment, and placement of exceptional students. Effective teaching practices and observation in the public schools provide practical application of course theory. Twenty hours of observation/participation in a public classroom required. (Prerequisite: Admission to Teacher Education)
EDUC 437 Elementary School Methods and Management
This course focuses on the development of professional teaching skills for the elementary and middle school teacher, including: a personal philosophy of education; classroom management procedures; a discipline plan; instructional methods and strategies; program, course, unit, and lesson planning; awareness of current trends in education; and assessment/evaluation strategies. During this semester, students complete their professional portfolio and make application for teaching placement. This course is taken immediately prior to the professional block. (Prerequisites: Admission to Teacher Education and senior standing.)
EDUC 440 Student Teaching Seminar
A seminar course designed to be taken in conjunction with the student teaching block. The course exposes students to current trends and practices related to effective teaching and school improvement. Students will also identify and reflect upon the professional problems which may be encountered by beginning teachers. (Prerequisites: Successful completion of EDUC 437 or EDUC 439, senior standing, and acceptance as a candidate for teacher certification) 1 credit hour
EDUC 447 Observation and Supervised Teaching in the Elementary School
Clinical experiences in the public schools for teacher certification candidates. (Prerequisites: Successful completion of EDUC 437, acceptance as a candidate for teacher certification. Concurrent with EDUC 440.) 12 credit hours
CLO 499 Responsibility for the Future
Seniors with various majors will share learning and approaches from their different disciplines toward dealing holistically with issues that shape the future, seeking to integrate disciplines and to synthesize knowing, caring, and doing.
All classes are 3 credit hours unless otherwise indicated.
Admission Requirements
Entering students must have earned at least 30 college credits, a GPA of 2.5, and have three years of work experience.
Contact a program representative to evaluate your options.
Meta
The need for well-qualified teachers in today’s school systems is increasing. Southwestern College offers adult learners who want to become teachers the opportunity to complete an education degree in a format that is conducive to a balanced approach to work, family, and educational pursuits.
