Elementary Education - Upper Elementary Grades 3 - 6 (A)

A candidate in the Upper Elementary program will become certified to teach in grades 3 - 6 upon completion of the program and a passing score on the corresponding Michigan Test for Teacher Certification (MTTC).  The program standards are defined by the State of Michigan and are as follows:

Professional Standards: P.1. Learner - Center Supports, P.2. Ethics and Professional Growth, and P.3. Strategic Partnerships

Literacy Standards: L.1. Literacy Learning Environments, L.2. Culturally Responsive Practices in Literacy, L.3. Literacy Curriculum Design and Assessment, L.4. Overall Literacy, L.5. Motivation and Engagement, L.6 - 8. Foundational Skills of Print Concepts and Decoding: Phonological Awareness, Phones; L.9-11. Spelling, L.12. Syntax, L.13. Reading Fluency, L.14. Vocabulary, L.15. Handwriting, L.16. Comprehension, L.17. Composition, and L.18. Speaking and Listening

Mathematics Standards: M.1. Build and draw on relationships with children, caregivers, and communities in ways that support children's mathematics learning; M.2. Plan mathematics lessons and sequences of lessons; M.3. Use formative and summative mathematics assessments to gauge children's learning and to make instructional decisions; M.4. Enact instruction that allows all children to engage with significant mathematics and to develop productive dispositions toward mathematics; M.5. Unpack mathematical content and identify mathematical competence for attribution; M.6. Perform mathematical explanations and support children's mathematical explanations for whole numbers and operations; M.7. Choose, interpret, and talk with representations for whole numbers and operations; M.8. Elicit, interpret, support and extend others' mathematical thinking for whole numbers and operations; M.9. Unpack mathematical content and identify mathematical competence for fractions, decimals, and operations; M.10. Perform mathematical explanations and support children's mathematical explanations for for fractions, decimals, and operations; M.11 Choose, interpret, and talk with representations for for fractions, decimals, and operations; and M.12. Elicit, interpret, support, and extend others' mathematical thinking for fractions, decimals, and operations.

Science Standards: S.1. Scientific Phenomena; S.2. Engaging children in Science and Engineering Practices (SEPs) as Identified in the Framework; S.3. Engaging Children in Developing and Using Disciplinary Core Ideas (DCIs) as Identified in the Framework; S.4. Engaging Children in Developing and Using Crosscutting Concepts as Identified in the Framework; S.5. Selecting and modifying instructional materials for 3D learning; S.6. Learners’ scientific sense-making; S.7. Pedagogical strategies that support culturally relevant sense-making in 3D learning; and S.8. Equity and Access

Social Studies Standards: SS.1. Civic Engagement; SS.2. History; SS.3. Geography; SS.4. Civics and Government; and SS.5. Economics.

For more information regarding these State standards please see the Standards for the Preparation of Teachers of Upper Elementary (3-6) Education

The School of Education has the following Program Outcomes:

SL1.  Faith Integration: Candidates display the Christian principles that are central to the university’s mission.

SL2. Caring Relationships: Candidates establish caring, supportive relationships with students, families and colleagues.

RP3.  Disciplinary Knowledge: Candidates demonstrate an in-depth knowledge of the skills and frameworks of their content areas appropriate to their certification.

RP4.  Pedagogy and Instruction: Candidates understand and implement best practices of instruction and deliver well-differentiated and well-aligned instruction that empowers students as learners.

RP5.  Communication: Candidates demonstrated effective communication skills to enhance teaching and learning.

RP6. Assessment: Candidates use various types of assessment to evaluate student progress and to improve their instruction.

RP7.  Classroom Environment: Candidates assess and respond appropriately to the cultures of diverse classrooms, schools, and the community.

LL8.  Professionalism and Personal Growth: Candidates engage in continuous growth by consistently expanding their professional knowledge, skills and dispositions.

Elementary Education Content
CCE 110Western Culture & Worldview3
HIST 151American Civilization I3
HIST 223Michigan History3
GEOG 220Cultural Geography3
POLS 201American Government3
EDU 119Number Sense: Teaching Pre K-93
SCI 100Introduction to Natural Science4
ENG 365History of the English Language3
CCE 140Science & Humanity3
ENG 315Contemporary Mosaic3
EDU 437Children's Literature3
Professional Sequence Education
EDU 230Teaching and Learning in Diverse Societies3
EDU 231Teaching and Learning in Diverse Societies Elementary Clinical1
EDU 240Human Growth and Development3
EDU 241Human Growth and Development Elementary Clinical1
EDU 335Designing Instruction for Student Success3
EDU 336Designing Instruction for Student Success Elementary Clinical1
EDU 365Differentiation for All Learners3
EDU 366Differentiation for All Learners Elementary Clinical1
EDU 491Intro to Learning Disabilities3
EDU 395Preparing for Student Teaching1
Elementary Education Sequence
EDU 370Teaching Elementary Literacy3
EDU 375Literacy Challenges in Elementary Classrooms3
EDU 454Language Arts & Social Studies Elementary Methods2
EDU 474Math & Science Elementary Methods2
Upper Elementary (3-6) Concentration
EDU 120Data & Space: Teaching Pre K-93
EDU 380Assessment and Evaluation for Educators3
EDU 381Assessment and Evaluation for Educators Elementary Clinical1
EDU 372Elementary Literacy – Upper Elementary Clinical1
EDU 377Literacy Challenges – Upper Elementary Clinical1
EDU 456Language Arts & Social Studies – Upper Elementary Clinical1
EDU 476Math & Science – Upper Elementary Clinical1
Internship (Student Teaching)
EDU 485Student Teaching for Upper Elementary12
Total Hours87