2010-11 Online Catalogue
Teacher Education: Elementary Education (K-6) (Bachelor of Science)
The Elementary Education Program prepares teachers for an endorsement in grades kindergarten through six. The Bachelor of Science in Education is awarded upon satisfactory completion of the approved program which includes a planned sequence of professional courses, field experiences, and a full-semester internship experience.
The Elementary Education Program is a designed sequence of professional course work that achieves coherence from its theme "teaching all children strategically in diverse communities." Embedded in a state known for its progressive schooling traditions, Elementary Education students have ample opportunity to learn about and practice the art and science of teaching. Through a web of unique relationships with area schools, Elementary Education majors build friendships with a diverse variety of children by the second year of their professional program.
Several features distinguish the program:
Blocked Professional Course Work: Grounded in a theoretical orientation that seeks to limit the necessity for piecemeal education, faculty of the program have designed course work that fits together in naturally occurring curricular blocks: literacy (reading/writing, children's literature, mathematics), inquiry (social education, science), and the professional internship (student teaching, classroom management, and portfolio development).
Integrated Fieldwork: Professed theory about teaching is constantly exposed to the reality of public school practice. Each curriculum block has field experience attached to it. Students are thus placed in situations where theory and practice reside in reciprocal tension.
Authentic Assessment: The State of Vermont requires a results-oriented demonstration of teaching competence to qualify for the teaching license. The Elementary faculty have built in portfolio driven authentic assessments at every step of the professional program. Interns thus learn the portfolio process from the inside out and are able to apply it to themselves while learning to apply it within their public school classes.
Full Inclusion: The State of Vermont has the highest rate of inclusion of learners with special challenges in the regular classroom setting. Being educated at UVM means elementary education students learn about and practice the application of instructional adaptations for learners of exceptional need.
Elementary Education Curriculum: The elementary education curriculum includes a general education component of 60 credits from the academic areas outlined earlier. Students are required to complete an approved major concentration, consisting of at least 30 hours of study in a liberal arts and sciences discipline. Specific information may be obtained from advisors or from the CESS Student Services Office , 528 Waterman. In addition to the major concentration and professional education requirements, certain courses are recommended to meet specific state and national requirements in elementary education.
Full-time students enroll in 12 to 18 credits. Elementary education students enroll in the required education courses each semester, along with several additional required courses.
A typical, but not all-inclusive, program outline follows:
|EDFS 001 - Race and Racism in the U.S.
Diversity Course (fulfilled by EDFS 001)
|EDSS 055 - Making a Difference: Exploring Education||3|
|EDFS 055 - Brain Research & Lrng Theory||3|
|General Education Courses||6||9|
|EDFS 002 - School and Society||3|
|1 EDEL 056 - Teachers & the Teaching Process||3|
|1EDEL 178 - Meeting Indiv. Needs: Assessment and Instruction||3|
|1EDSP 005 - Issues Affecting Persons With Disabilities
Diversity Course (fulfilled by EDSP 005)
|General Education Courses||3||3|
|EDPE 197 - Issues in Health Education||1|
|EDPE 100 - Integrating Movement Across the Elementary School Curriculum||2|
During the sophomore year, students must complete an Application to Teacher Education form available in 533 Waterman Building. |
Students will follow requirements specified in the Application to Teacher Education. Students will not be permitted to enroll in advanced education courses until they have been accepted to teacher education.
The advanced courses include:
|2EDEL 155 - Lab Experience in Inquiry||3|
|2EDEL 157 - Social Ed. & Social Studies||3|
|2EDEL 158 - Teaching Science for Meaning||3|
|General Education Course||3|
|3EDEL 156 - Teaching Math for Meaning||3|
|3EDEL 175 - Lab Experience in Literacy||3|
|3EDEL 176 - Language Arts & Literacy Skills||3|
|3EDEL 177 - Children's Literature and Literacy||3|
|* The number of electives depends on the degree of course overlap in the general education, major concentration, and diversity requirements. It is possible to have one course fulfill two requirements but the credits only count once.|
|Students are required to complete a student teaching internship application in their junior year before being assigned a placement as seniors. Students will be notified by the Elementary Education Program (656-3356) of a general meeting and are expected to attend to initiate this process. Students will follow requirements specified in the Application to Student Teaching. The course work for this stage of the program follows.|
|4EDEL 187 - Planning, Adapting and Delivering Reading Instructions||3|
|5EDEL 185 - Student Teaching Internship||12|
|5EDEL 188 - Principles of Classroom Management||3|
A minimum of 127 approved credit hours is required for the degree.
1 Courses taken concurrently
2 Courses taken concurrently
3 Courses taken concurrently
4 EDEL 187 must be taken after completion of the Literacy Block and prior to student teaching.
5 Courses taken concurrently