School of Education

Elementary Education Program Information

Program Description

The IU Southeast School of Education offers an Elementary Education program (EEP) leading to the B.S. in Elementary Education.  It prepares candidates for the Indiana teaching license for Elementary Generalist (Kindergarten through Grade 6), and Kentucky teaching license for Elementary School (Primary through Grade 5).  Candidates who pursue a major in Elementary Education are prepared to teach effectively in language arts, mathematics, science, and social studies.

There are 120 credit hours in the EEP, including the following four components:

  1. General Education Courses—These courses meet the campus-wide general education requirements.
  2. Pre-Elementary Education Courses—These courses prepare students to take elementary education courses.
  3. Concentration Courses - These courses prepare students to master content knowledge.
  4. Elementary Education Courses - These courses prepare students to teach in elementary schools.

Application Process

All candidates applying for admission to the elementary education undergraduate program must complete the application for admission.  Applications must be submitted to the School of Education main office (HH00200) by December 1 for spring semester cohort and by August 1 for fall semester cohort.  Applicants will receive formal letters notifying of their admission status.

Program Admission Requirements

To apply for admission to the Elementary Education undergraduate program, students must meet the following criteria:

  1. An overall GPA 2.5 or better.
  2. A GPA 2.5 or better in each Content area (Language Arts, Math, Social Studies, Science).
  3. All General Education courses (except COAS-S 104), Pre-Elementary Education courses, and Concentration courses must have C or better. 
  4. Completed SPCH-S 121, MATH-T 101, EDUC-F 201, EDUC-F 202.
  5. Completed Language Arts content courses (ENG-W 131, ENG-W 250, ENG-L 101 or ENG-L 102).
  6. Including current enrollment, candidates have at least 55 credit hours towards their General Education courses, Pre-Elementary Education courses, and Concentration courses.
  7. Have a 24 on the ACT (without writing) or 1100 on the SAT (without writing) or Praxis I scores of Math 175, Reading 176, and Writing 172 or a combined score of 527 (taken prior to August 31, 2013) or CASA scores of Math 220, Reading 220, and Writing 220.

Student Learning Goals

Candidates majoring in elementary education are expected to be professionals at all times and demonstrate a commitment to the development of the whole child. Content and pedagogical knowledge expected of candidates is articulated through the InTASC standards. These standards are:

  1. Standard #1: 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.
  2. Standard #2: 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.
  3. Standard #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. Standard #4: 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 the discipline accessible and meaningful for learners to assure mastery of the content.
  5. Standard #5: 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.
  6. Standard #6: Assessment. 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.
  7. Standard #7: 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.
  8. Standard #8: 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.
  9. Standard #9: 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.
  10. Standard #10: 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.

Progression Requirements

Applicants will be accepted into the Elementary Undergraduate Program in cohorts and will progress through the program together. Candidates who do not move through subsequent method blocks with their original cohort may only enter a later cohort if space permits.

For a bachelor’s degree in elementary education, students must satisfy all general rules for undergraduate education programs, rules for admission to the program, requirements for remaining in good standing, criteria for admission to student teaching, and eligibility for a degree described in the undergraduate general information section of the “School of Education” portion of this bulletin.

Degree completion is contingent upon students passing four summative decision points. The first decision point is at application. The second decision point is at the beginning of block 2 of the program. The third is application to student teach. The fourth decision point is at the end of student teaching and degree completion. At each summative decision point, candidates are formally evaluated on specific criteria and a decision is made regarding each student’s status in the program.  A candidate’s continuation status may be reevaluated at points other than summative decision points if significant difficulties are noted.
  1. An overall GPA 2.5 or better.
  2. Each Elementary Education course must have C or better and a Satisfactory grade.
  3. To complete each block and graduate from the program, students must have passed the dispositional standards, summative decision points, and exit interviews.
  4. To begin Block 2, students must have completed all courses in Block 1, Social Studies content courses (POLS-Y 103, HIST-H 105 or HIST-H 106, GEOG-G 201), and Math content courses (MATH-T 102, MATH-T 103).
  5. To begin Block 3, students must have completed all courses in Block 2, and Science content courses (CHEM-C 104, BIOL-L 100, GEOG-G 107).
  6. To begin Block 4, students must have completed all course work.
  7. Students who student teach in Spring are required to complete an 8-day classroom experience at the beginning of the elementary school year in Fall.

Special Note for Transfer Students

If you are a student who have completed the State General Education Transfer Core, you must still have to complete the following courses if they are not a part of your General Education curriculum because they are also required for admission to the Elementary Education program. Each course must have C or better.

  1. SPCH-S121
  2. ENG-W131
  3. 2nd Writing Course
  4. MATH-T101
  5. CHEM-C104
  6. POLS-Y103
  7. HIST-H105 or HIST-H106
  8. ENG-L101 or ENG-L102
  9. GEOG-G201

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