8122 - Elementary/K-6 Education


Program Title
Elementary/K-6 Education
Degree Designation
Program Level
Instruction Mode
On Campus
Program Description
Elementary education and teaching programs prepare students to teach grades one through six. Students learn to teach all subject areas to young children. They learn to plan lessons and projects designed to motivate and challenge students. They also learn to counsel students and work with families.
Teacher Development
College of Education and Learning Design


Credits: 89

Program Requirements

89 credits: ED 200, ED 303, ED 305, ED 310, ED 315, ED 404, ED 405, ED 406, ED 407, ED 408, ED 409, ED 411, ED 412, ED 414, ED 420 (6 credits), ED 422 (8 credits), ED 462, MATH 201, MATH 301, SCI 226, SCI 227, SST 320, ART 396, MUSE 201, IM 421, CPSY 262, CPSY 361, SPED 203, PESS 398, HURL 497, HURL 498.


Admission To Teacher Education: 0

Upper Division Writing Met

Elementary Education

Admissions Requirements

  • Students fulfill the University's Upper Division Writing Requirement by successfully completing and receive a passing grade on a foundations paper. The paper is to be completed during the Foundation of Education course, ED 414.


SPED 203, MATH 201, and CPSY 262 count in Liberal Education. C (not C-) or better in ENGL 191, CMST 192, ED 200, and in each completed course required for the major. In order to enter the Education Blocks, students must have and maintain a 2.75 GPA. A minimum of 36 semester hours, with at least 12 semester hours in residence at SCSU, is required to enter the Education Blocks.

See program website for additional information.

Learning Outcomes

The teacher designs and implements developmentally appropriate learning experiences that promote curiosity, democratic values, love of learning, classroom community, and respect for others from different cultures, ethnicities, races, religions, and backgrounds.
The teacher demonstrates understanding of individual differences and diverse cultures and communities by ensuring inclusive learning environments that enable each learner to meet high standards that require students to think, collaborate, and consider multiple perspectives and that encourage positive social interaction, active engagement in learning, and self motivation.
The teacher organizes the classroom in ways that promote student efficacy, voice, ownership of learning, and responds to cultural differences driven by poverty in ways that build student abilities to negotiate social and academic structures.
The teacher creates learning experiences through selection of resources or media that make the central concepts, tools of inquiry, and structures of the discipline(s) accessible and meaningful for learners to assure mastery of the content.
The teacher plans instruction that supports every student in meeting learning goals by drawing upon knowledge of content areas, state and local standards, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
The teacher encourages learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways by using a variety of instructional strategies.
The teacher constructs and uses multiple methods of assessment to capture intellectual and affective growth, engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
The teacher interprets testing mandates and data with an understanding of the limitations of these instruments and recognition that not all learning can be described with numbers.
The teacher continually evaluates his/her practice and adapts practice using evidence to meet the needs of each learner.

Degree Maps