Degree: Bachelor of Arts in Elementary Education
Teaching Standards: Generalist Standards for Teachers of Early and Middle Childhood
Teaching Level: Primary and Intermediate (K-6)
Developmental Levels: Early Childhood and Middle Childhood/Marian University Standards for Primary and Intermediate Teaching

Teaching Standards

Standard 1: Teachers of early and middle childhood know, understand, and use the major concepts, principles, theories, and research related to the development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

Standard 2: Teachers of early and middle childhood know, understand, and use the central concepts, tools of inquiry, and structures of content for students and can create meaningful learning experiences that develop students’ competence in subject matter and skills for various developmental levels.

Standard 2a: Teachers of early and middle childhood know, understand and use the major concepts, procedures, and reasoning processes of mathematics that define number system and number sense, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and deal with data.

Standard 2b: Teachers of early and middle childhood demonstrate a high level of competence in the use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, speaking, listening, and think skills and to help students successfully apply their developing skills to many different situations, materials, and ideas. They teach children to read with a balanced instructional program that includes and emphasis on the use of letter/sound relationships (phonics), the context (semantic and syntactic), and meaningful text.

Standard 2c: Teachers of early and middle childhood know, understand, and use the fundamental concepts in the subject matter of science – including physical, life, and earth and space sciences – as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific literacy.

Standard 2d: Teachers of early and middle childhood know, understand, and use the major concepts and modes of inquiry from the social studies – the integrated study of history, geography, the social sciences ( such as anthropology, archaeology, economics, political science, psychology, and sociology), and other related areas (such as humanities, law, philosophy, religion, mathematics, science, and technology) – to promote elementary students’
abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

Standard 2e: Teachers of early and middle childhood know, understand, and use – as appropriate to their own understanding and skills – the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among elementary students.

Standard 2f: Teachers of early and middle childhood know, understand, and use the comprehensive nature of students’ physical, mental, and social well-being to create opportunities for student development and practice of skills that contribute to good health.

Standard 2g: Teachers of early and middle childhood know, understand, and use – as appropriate to their own understanding and skills – human movement and physical activity as central elements to foster active, healthy lifestyles and enhanced quality of life for elementary students.

Standard 2h: Teachers of early and middle childhood know, understand, and use the connections among concepts, procedures, and applications from content areas to motivate elementary students, build understanding, and encourage the application of knowledge, skills, and ideas to real world issues.

Standard 3: Teachers of early and middle childhood plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community.

Standard 3a: Teachers of early and middle childhood understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse learners.

Standard 3b: Teachers of early and middle childhood understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking, problem-solving and performance skills.

Standard 3c: Teachers of early and middle childhood use their knowledge and understanding of individual and group motivation and behavior among students to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments.

Standard 3d: Teachers of early and middle childhood use their knowledge ad understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.

Standard 4: Teachers of early and middle childhood know, understand, and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of each elementary student.

Standard 5: Teachers of early and middle childhood understand practices and behaviors that identify and develop the competence of a professional career teacher.

Standard 5a: Teachers of early and middle childhood are aware of and reflect on their practice; they continually evaluate the effects of their professional decisions and actions on students, parents, and professionals in the learning community and actively seek out opportunities to grow professionally.

Standard 5b: Teachers of early and middle childhood know the importance of establishing and maintaining a positive collaborative relationship with families to promote the academic, social, and emotional growth of children.

Standard 5c: Teachers of early and middle childhood foster relationships with school colleagues and agencies in the larger community to support students’ learning and well-being.

Required Testing for Indiana Licensing

PRAXIS I (Reading, Writing, Mathematics)

PRAXIS II (Elementary Education Curriculum, Instruction and Assessment 10011; Early Childhood Education [K-3] 10020; Reading Specialist 0300)

Requirements for Successful Completion of the Licensing Program

• Successful completion of performance assessments through Phase 1, 2, and 3
• Minimum of “C” in all courses required for the major, minor, and licensing
• Minimum 2.5 GPA in major, all licensing areas, and overall

Courses required for the major

EDU 120 Technology in Education (2 cr)
EDU 174 Observation and Description of the Young Child (3 cr)
EDU 175 Introduction to Schools and Society (3 cr)
PSY 220 Human Growth and Development* (3 cr)
EDU 221 Expressive Arts (3 cr)
EDU 230 The Inclusive Classroom (3 cr)
MAT 115 Mathematics for Elementary Teachers I* (4 cr)
MAT 116 Mathematics for Elementary Teachers II* (5 cr)
SCI 301 Science and Health for the Elementary Teacher (3 cr)
EDU 314 Teaching and Learning in Kindergarten (3 cr)
EDU 315 Differentiated Strategies for Teaching and Learning (3 cr)
EDU 325 Teaching in a Diverse World (3 cr)
EDU 346 Reading and Language Arts in the Elementary School (4 cr)
EDU 347 Reading and Children’s Literature in the Elementary School (5 cr)
EDU 444 Integrated Teaching Methods (3 cr)
EDU 446 Creating Positive Classroom Environments (3 cr)
EDU 490 Researching the Classroom (3 cr)
EDU 462/463/464 Student Teaching (12 cr)

* Courses also count toward General Education Requirements
Professional Education credits required for K-6 teaching license 68 cr

General Education Requirements Supporting Licensing
ENG 101 English Composition (3 cr)
ENG 115 Written Analysis (3 cr)
COM 101 Fundamentals of Communication (3 cr)
HIS 216or 217 U.S. History (3 cr)
HIS 102 History of the Modern World (3 cr)
SCI 101 Earth Sciences and SCI 103/104 Physical Sciences with lab (8 cr)
HUM 230 and 231 Humanities I and II (8 cr)