Bachelor of Science in Elementary Education (Leads to Initial Teacher Licensure)

Domains

Program Domains

Development, Learning, and Motivation -
Candidates design and implement developmentally appropriate learning experiences and inclusive learning environments that enable each learner to meet high standards, are based on how students grow and develop, and recognize that patterns of learning and development vary individually within and across cognitive, linguistic, social, emotional, and physical areas. (InTASC 1, 2, 3)
- Apply knowledge of students' developmental level, prior experiences, interests, and culture to design appropriate and engaging instruction. [MC2, MC5]
- Establish and maintain clear expectations for inclusive physical and digital learning environments that promote positive, safe relationships, high expectations, and equity for all students. [MC1]
- Collaborate with learners, families, communities, colleagues, and other professionals to establish a positive and supportive learning environment and promote learner growth and development. [MC1, MC4]
Curriculum Content -
Candidates apply the central concepts, tools of inquiry, and structures of the disciplines they teach to engage students in critical thinking, creativity, and collaborative problem-solving, making the content accessible and meaningful to assure mastery. (InTASC 4, 5)
- Identify strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives. [MC2, MC3]
- Apply knowledge of content area standards and learning progressions to develop cross-disciplinary and real-world learning experiences. [MC2, MC5]
- Collaborate with colleagues to effectively develop rigorous learning experiences that promote creativity, critical analysis, and multiple perspectives. [MC1]
Instruction -
Candidates plan and implement instruction using a variety of instructional strategies that support every student in meeting rigorous learning goals by drawing upon knowledge of content areas, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (InTASC 7, 8)
- Identify the strengths and needs of individuals when planning instruction and appropriate sequencing of learning that will lead to students meeting short and long-term goals. [MC2]
- Design engaging learning experiences that are based on assessment data and appropriate for meeting student needs, goals, and curriculum and content-area standards. [MC2]
- Collaborate with all stakeholders when designing instruction that meets specific learner needs and engages students in meaningful tasks. [MC1, MC2]

Assessment -
Candidates understand and use multiple methods of assessment to engage learners in their growth, monitor learner progress, and guide the teacher's and learner's decision-making. (InTASC 6)
- Identify a variety of assessments and their purposes in supporting and demonstrating learning.
- Design standards-based assessments that are differentiated to meet all learner needs. [MC5]
- Analyze a variety of data to monitor learner needs, reflect on student learning, and guide future instruction. [MC2]
- Provide descriptive and timely feedback using a variety of methods to assist students and families in understanding student progress. [MC4]

Faculty

Program Faculty

Our faculty are committed to bringing their abundant knowledge, enthusiasm, and experience to GCU and its students every day.

Disclosures

Bachelor of Science in Elementary Education (Leads to Initial Teacher Licensure)

Program Domains

Program Faculty

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