There are several aspects of our elementary education department that are truly unique to CUW. In addition to the reduced 120-credit requirement for education majors, we have a variety of flexible options to increase marketability and prepare pre-service teachers to teach in multiple settings.  Concordia offers a Lutheran Teacher Diploma for members of LCMS congregations who wish to teach in Lutheran schools and Christian Education Certification for members of other Christian churches who wish to teach in Christian schools. Elementary Education majors can dual major in Early Childhood and Elementary or Elementary and Cross Categorical Special Education.  We also offer a variety of minors, concentrations, and certificates, including our Compassion Care Certificate, which includes work with our Comfort Dogs.  Thanks to our enhanced program, most students graduate in 3.5 to 4 years, and 99+ percent of them find jobs immediately.

Our elementary education department also offers the opportunity to teach internationally or outside of the immediate CUW geographical area.  Additionally, our students have field placements in area schools each semester before student teaching. This makes you more classroom-ready as you grow as a new teacher and feedback from your supervisors helps you set goals for continued improvement.  If your calling is to change a student’s life in Grades 4K–9, our calling is to help get you there.

Program Learning Outcomes

• 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 (Human Relations, Pedagogical Knowledge) 
• 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. (Human Relations, Pedagogical Knowledge) 
• 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. (Teaching Practice, Human Relations)
• 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. (Content Knowledge)
• 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.
• Assessment Strategies: 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. (Content Knowledge, Pedagogical Knowledge)
• 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. (Content Knowledge, Pedagogical Knowledge)
• 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. (Pedagogical Knowledge, Communication Skills, Teaching Practice)
• 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.
• 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.
• Character/Faith Development: All teachers model a value system which emphasizes moral and ethical character. Teachers in Christian schools integrate faith and learning while modeling Christian mission and service with a biblical worldview. Lutheran teachers adhere to the doctrine and practice of the Lutheran Church-Missouri Synod. (Human Relations, Professional Dispositions, Content Knowledge)

Curriculum

Course options and schedule are subject to change.

Course options and schedule are subject to change.