This program is offered in both a licensure and non-licensure option. 

Wisconsin licensure option

You can make a difference in lives of children; you can have a career in education by earning your bachelor’s degree and teaching license. The Accelerated Elementary Education Licensure program is a fully online teacher education program leading to a Wisconsin license to teach grades K through 9. The accelerated courses can be scheduled to complete this program in 3 years or at the pace you prefer.

This exciting program format is bound to open new opportunities to provide applicants with an accessible, attainable, and affordable degree. Courses were built upon Concordia's steady and renown traditional undergraduate elementary education courses, graduating teachers successfully teaching in their own classrooms. Yet, we realize living on campus and taking a traditional 4-year program is not for everyone. This online 3-year program may be just the opportunity for you to build a meaningful career and make a positive difference in the lives of young children.

Non-licensure option

Students in this option will not obtain a teaching license from the state of Wisconsin. This program is specifically designed for candidates residing outside of Wisconsin who wish to pursue a Concordia education in teaching but do not intend to obtain a Wisconsin teaching license. This option may be particularly appealing to those who are not Wisconsin residents but are interested in earning the Lutheran Teacher Diploma, which would make them eligible to receive a Call from a Lutheran Church–Missouri Synod school to serve as a church worker. This adaptation aligns with federal Department of Education regulations, which restrict out-of-state learners from enrolling in licensure programs outside their home state.

Program Learning Outcomes

1. Pupil Development. The teacher understands how pupils grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. The teacher designs and implements developmentally appropriate and challenging learning experiences for pupils.
2. Learning Differences. The teacher uses his or her understanding of individual pupil differences and diverse cultures and communities to ensure inclusive learning environments that enable each pupil to meet high standards.
3. 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.
4. Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of each discipline he or she teaches. The teacher creates learning experiences that make the discipline accessible and meaningful for pupils to assure mastery of the content.
5. Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage pupils in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
6. Assessment. The teacher understands and uses multiple methods of assessment to engage pupils in their own growth, to monitor pupil progress, and to guide the teacher’s and pupil’s decision making.
7. Planning for Instruction. The teacher plans instruction that supports every pupil in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, pedagogy, pupils, and pupils’ communities.
8. Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage pupils to develop a deep understanding of content areas and their connections, and to develop skills to apply knowledge in a meaningful way.
9. Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning. The teacher uses evidence to continuously evaluate the teacher’s practice, including the effects of the teacher’s choices and actions on pupils, their families, other educators, and the community. The teacher adapts the teacher’s practice to meet the needs of each pupil.
10. Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunity in order to take responsibility for pupil learning, to collaborate with pupils, their families, educators, and the community, and to advance the profession.
11. CUW Faith Standard: Educators model Christian servant leadership by demonstrating consistent moral and ethical behavior, inspiring others by example in their personal, professional, and community lives. In Christian schools, teachers integrate faith and learning, embodying a biblical worldview while fostering a value system that emphasizes character, mission, and service. Teacher candidates seeking the Lutheran Teacher Diploma adhere to the doctrine and practice of the Lutheran Church-Missouri Synod.

Curriculum 

Core Curriculum - 44 - 47 Credits

Concordia Common Core

Elementary Education Curriculum - 68 - 74 credits

¹

Course Requires Upper Division Status.

²

"The Block" classes are taken during the same semester.

³

Candidates select either the Public Education or Lutheran Teacher Diploma tracks for this program. Public Education requires 120 total credits. Lutheran Teacher Diploma requires 121 total credits.

Curriculum 

Core Curriculum - 44 - 47 Credits

Concordia Common Core

Elementary Education Curriculum - 68 - 74 credits

¹

Course Requires Upper Division Status.

²

"The Block" classes are taken during the same semester.

³

Candidates select either the Public Education or Lutheran Teacher Diploma tracks for this program. Public Education requires 120 total credits. Lutheran Teacher Diploma requires 121 total credits.

Plan

Course options and schedule are subject to change.