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Elementary Education Degree (B.S.E.) with Licensure (1-6)

The Bachelor of Science in Education major with licensure and licensure only programs are designed to prepare outstanding teacher candidates at the Massachusetts initial licensure level. You may choose to major in Education (with licensure) or choose the licensure only program. These programs include Early Childhood Education for Students with or without Disabilities (grades Pre-K-2), an Elementary Education major (grades 1-6), and Special Education: Moderate Disabilities (grades PreK-8) or Moderate Disabilities (grades 5-12).

Requirements

Program Description

The Bachelor of Science in Education major with licensure and licensure only programs are designed to prepare outstanding teacher candidates at the Massachusetts initial licensure level. Students may choose to major in Education (with licensure) or choose the licensure-only program. These programs include Early Childhood Education (grades PreK-2), Elementary Education (grades 1-6), and Special Education: Moderate Disabilities (grades PreK-8 or grades 5-12). Specific À¶Ý®ÊÓƵ courses are required for Education students to address state Subject Matter Knowledge (SMK) requirements. All Education students must meet WSU Teacher Education program dispositions at a satisfactory level to complete the major.

Students who are not eligible to advance to practicum (student teaching) because of concerns related to their readiness to student teach, they have not reached the minimum overall GPA of 2.80 or the minimum GPA of 3.00 in the pedagogical sequence, or they have not passed all required Massachusetts Tests for Educator Licensure (MTELs), may complete their Education major by replacing the practicum requirement within their programs of study if dispositional standing merits remaining in the major. The replacement of practicum involves taking additional Education coursework or comparable courses under the advisement of the Chair of the Education Department. Students who do not complete practicum will not be endorsed for the licensure; however, they may graduate from WSU with their Education major.

À¶Ý®ÊÓƵ's educator preparation programs are approved by the Massachusetts Department of Elementary and Secondary Education (DESE) and accredited by the Association for Advancing Quality in Educator Preparation (AAQEP).

Professional Elementary Education Pedagogical Coursework

A 3.0 cumulative GPA is required in pedagogical coursework specific to your licensure program prior to practicum.

  •  **Take course prior to MTEL Foundations of Reading Test (Field 190).
Education Required Subject Matter Knowledge Courses

The state of massachusetts has specific Subject Matter Knowledge (SMK) competencies expected of Elementary, Early Childhood, and Special Education Majors. To address these needs, the following courses are required to meet these requirements.

  • or ENVS 0101 - Exploring Environmental Issues Credits: 3
  • or HIST 0131 - United States History and Government to 1865 Credits: 3or HIST 0132 - United States History and Government 1865 - Present Credits: 3or POLS 0101 - American National Government Credits: 3
Area of Focus

Elementary Education students must declare an Area of Focus with their Education Advisor (15 credits).

Total Major: 107-108 credits

Additional Graduation Requirements

All students must meet the  and complete a general education or common core of studies, distributed among the different academic areas as detailed in  or .

Learning Outcomes

At the completion of their programs of study, our Education majors will understand:

More Education Learning Goals

  • Their own history, identity, and position within US society and that of others, and related impact on teaching and learning.
  • Human variability, and the value of strength-based perspectives in work with children, families, communities.
  • The critical role of the teacher in enacting a humanizing pedagogy that is anchored in the needs, identities, and lived experiences of students, families, and broader community.
  • The history, complexity, and power of institutional settings such as schools, and the ethical responsibility of a teacher in working for justice.
  • The big ideas of disciplinary content and tools for inquiry, research, and curriculum design and implementation across content areas relevant to P-12 teaching.
  • The architecture of the ‘self’ (Sealy-Ruiz), the imperative of critical self-reflection for personal/professional growth.
À¶Ý®ÊÓƵ State student teacher with student