Elementary Education

Program Type: Major
Program Level: Undergraduate
Department: Majors

The elementary professional program is three consecutive semesters where ideally, the students take the same classes as all others who are at the same level in the program. This allows students to form a bond and work closely with each other.

Block I and Block II students take five on campus classes plus participate in a clinical where they are placed in local elementary school classrooms for a few hours each one day a week. During the third semester, students are in the classroom five days per week for the entire school day, enabling them to participate in the full teaching experience.

In addition, they meet on campus with an elementary instructor who guides them in completing their required ADEPT portfolio assignments. A unique aspect of the program is the inter-relatedness of all of the coursework. Students have the opportunity to teach lessons they created for classes to their clinical students and use information gained in one class when completing assignments for other classes. For example, students use a variety of assessments learned in their assessment class when creating lessons for their content classes.

For more information, visit the School of Education, Human Performance, and Health.

  • Goals and Student Learning Outcomes


    1. Elementary Education teacher candidates will possess thorough and accurate knowledge of the content they teach. 1.1 Elementary Education teacher candidates know and apply discipline-specific scientific, pedagogical, and theoretical concepts critical to the development of educated individuals in the elementary classroom setting.

     2. Elementary Education teacher candidates will understand the planning, implementation, and assessment of developmentally appropriate learning experiences aligned with local, state, and national standards to address needs of all students.

    2.1 Elementary Education teacher candidates will demonstrate competence as effective long-range instructional planners.

    2.2 Elementary Education teacher candidates will demonstrate competence as effective daily instructional planners.

    2.3 Elementary Education teacher candidates will demonstrate competence in the areas of student assessment and reflective self-assessment.


    3. Elementary Education teacher candidates will be well-prepared to maximize student learning in the classroom through instructional delivery and monitoring of student learning.

    3.1 Elementary Education teacher candidates will establish, clearly communicate, and maintain appropriate expectations for student learning, participation, and responsibility.

    3.2 Elementary Education teacher candidates will exhibit use of appropriate instructional strategies.

    3.3 Elementary Education teacher candidates will demonstrate ability to select appropriate content and structure the delivery of the content for maximal learning. 

    3.4 Elementary Education teacher candidates will be able to effectively monitor student learning and provide meaningful feedback to students.


    4. Elementary Education teacher candidates will be able to promote student learning by enhancing classroom environment and managing the classroom effectively.

    4.1 Elementary Education teacher candidates will demonstrate the ability to maintain a classroom environment that promotes and facilitates learning.

    4.2 Elementary Education teacher candidates will be able to demonstrate the ability to manage their classrooms effectively with equity, firmness, and fairness.


    5. Elementary Education teacher candidates will demonstrate dispositions essential to becoming effective professionals.

    5.1 Teacher candidates will exhibit an ability to develop as a teacher both professionally and personally.

     

  • The curriculum is planned to follow a continuum. Block I courses are intended to provide a foundation for classroom management, assessment, educational theories, early literacy, incorporating the arts and the importance of using a variety of instructional strategies.

    Block II courses will build upon this foundation while addressing the various elementary curriculum areas: Language arts, science, math and social studies. Student Teaching provides the opportunity for students to practice all that was taught for the previous two semesters. In order to ensure this continuum, instructors are committed to working together, communicate often, and continuously monitor the success of the program.

  • The Elementary Education Program prepares teacher candidates for classroom teaching in second through sixth grades. Many of our graduates are able to obtain employment in the schools they have been placed for student teaching or early field experiences.

    We invite a variety of school districts to a "Share Fair" to talk to student teachers at the end of their program, and we announce when other school districts are having career fairs. Many of our graduates go on to graduate school and become lead teachers, curriculum specialists, school counselors, or higher level administrators.

  • There are three internships built into the elementary education program. They afford students an opportunity to get into the schools as mentors, clinical students, and student teachers.

    After being admitted into the professional education program, students will take Clinical I in Elementary Education, Clinical II in Elementary Education, and Directed Teaching in Elementary School and spend a prescribed amount of time teaching and learning in the public schools. The schools are Cleveland Academy, Lone Oak Elementary, and Boiling Springs Intermediate. The student teachers teach in many schools across the seven Spartanburg School districts, Greenville, and Anderson.