Elementary Education, B.S.

The Bachelor of Science, Elementary Education degree is grounded in rigorous academic preparation in methods of curriculum and instruction and the preparation of teachers who support the learning of all students. The curriculum is guided by the values of equity, diversity, and inclusion, and seek to prepare the next generation of teachers to enact these values in their classrooms, schools, and communities. Students pursuing this major will be required to declare a second content major by their sophomore year.

Learning Outcomes

• Learn and apply evidence-based practices in curriculum and instruction at the elementary level.
• Develop and apply equitable teaching practices that support the learning of all students.
• Understand the physical, emotional, psychosocial, and cognitive aspects of development and learning.
• Identify classroom organization and management strategies and practices to enhance learning and engagement.
• Understand historical, social, cultural, and political forces influencing public education and the role of a teacher.
• Synthesize and apply knowledge and skills in clinical practicum experiences that connect theory and practice.
• Demonstrate the knowledge, skills, and professional dispositions of educators as defined by InTASC standards and the Common Core of Teaching in Connecticut.

Admission Requirements

These must be completed by April 1 of sophomore year

1. Sophomore Standing
2. Sealed official transcript(s) of all undergraduate work
3. A minimum cumulative GPA of 2.67
4. Declaration of content major
5. Two letters of recommendation for individuals who can attest to the candidate’s suitability as a prospective teacher. Recommendations must be obtained from individuals who are not family members or personal friends, or members of the USJ Department of Education
6. A well written essay that describes reasons for wanting to enroll in the program and emphasizes experiences relevant to teaching. The essay should highlight people, places and experiences with children and adolescents who have affected this decision
7. A successful interview with an Education faculty team
8. A planned B.S degree and licensure program developed with your content and education major advisors

By March 1 of sophomore year, the candidate will complete and file a declaration for the Special Education major with the faculty advisor in the Special Education department. The declaration status of a transfer candidate will be determined when meeting with the University advisement office. After being admitted to the teacher licensure program, the candidate will maintain no less than a 2.67 cumulative GPA and earn no less than a C+ in Special Education and Education courses, and required General Education courses.

Progression Requirements

Throughout the teacher licensure sequence, the Department of Education reserves the right to recommend withdrawal of any candidate demonstrating insufficient progress toward professional experiences and interpersonal relationships. Evidence of satisfactory progress may be shown in the following knowledge, skills and dispositions as described in the school’s Conceptual Framework and Statement of Candidate Dispositions: 

• Critical thinking skills (e.g., the ability to analyze information)
• Capacity to form interpersonal relationships with colleagues and individuals that are characterized by sensitivity, mutual respect, constructive collaboration and advocacy.
• Responsibility as demonstrated in the timely completion of assignments, commitment to quality performance and professional growth.
• Commitment to the mission and philosophy of the department
• Achievement of grades of C+ or better in all required and required supporting courses
• Continued minimum cumulative GPA of 2.67 
• Successful completion of the Tier II clinical experience

Exit Requirements

In addition to all required coursework and field experiences, students must complete EdTPA (fee applies), a State of Connecticut required performance assessment for teacher licensure.