Urban Elementary Education BS for K-Grade 6 Licensure

School of Urban Education
Licensure / Bachelor of Science

About this program

Gain a Minnesota Teaching License in the Elementary Education (K–6). Share your passion for learning with young students. You will accomplish these goals with a degree in Urban Elementary Education. Empower yourself with the content knowledge, teaching skills, urban field experiences, and professional poise you need to give urban students a high-quality education.

The Urban Elementary Education major in the School of Urban Education (UED) is designed to meet the needs of urban early learning settings for teachers who can promote young children's development from birth to age 8 and improve their educational achievement up to grade 3 with positive impact lasting a lifetime. Our approach to teacher education focuses on preparing diverse, reflective, and resilient teachers who are outstanding in their commitment to teaching urban youth and creating equitable educational opportunities. More than any other program in Minnesota, we attract more teacher candidates who are of color, multilingual, low-income or "first generation" into teaching careers who can relate to the experiences of culturally and linguistically diverse urban youth and their communities.

You will also:

  • Learn with the most diverse student and faculty population of any teacher preparation program in Minnesota.
  • Get a high quality education at the most affordable cost of any university in Minnesota.
  • Learn in friendly classes that allow you to know instructors and fellow students well.
  • Create a flexible schedule with courses that meet once per week, often in the evening.
  • Participate in direct field experience in urban classrooms and courses focusing on urban education.

Program accreditation

This program is accredited by the Minnesota Professional Education and Licensing Standards Board (PELSB) to meet the Standards of Effective Practice for Beginning Teachers as part of the requirements for being licensed to teach in a specific subject area.

Student outcomes

Students completing this program will meet the following 10 learning outcomes aligned with the Minnesota Standards of Effective Practice for Beginning Teachers:

  • Subject matter: Urban teacher candidates will “understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students.”
  • Student learning: Urban teacher candidates will “understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development.”
  • Diverse learners: Urban teacher candidates will “understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.”
  • Instructional strategies: Urban teacher candidates will “understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.”
  • Learning environment: Urban teacher candidates will “be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.”
  • Communication: Urban teacher candidates will “be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.”
  • Planning instruction: Urban teacher candidates will “be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals.”
  • Assessment: Urban teacher candidates will “understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.”
  • Reflection and professional development: Urban teacher candidates “will be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.”
  • Collaboration, ethics and relationships: Urban teacher candidates will “be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being.”

Enrolling in this program

Program eligibility requirements

To be eligible for acceptance to the Urban Elementary Education major and K–6 licensure program, students must submit a School of Urban Education (eForm) and apply for admission to the Urban Teacher Program.

To be admitted in the Urban Teacher Program, students need to meet the requirements and criteria stated in the Undergraduate Admission Requirements in the Urban Teacher Program. 

Program requirements

In addition to completing required coursework, the following are among the requirements for program completion and K–6 licensure:

• Completion of at least 120 hours in urban PreK-Kindergarten 40 hours, Primary Grades 1-3 40 hours, and Intermediate Grades 4-6 classrooms 40 hours are required prior to student teaching. 

• Completion of 12 weeks of full-time student teaching.

• Passing all required licensure exams and performance assessments.

• Background check and licensure application with fee.

Student licensure

See School of Urban Education page for information related to teaching licensure in Minnesota through the Professional Education Standards and Licensing Board (PELSB).

Licensure Rates

  • 2016 - 52 taking exam, pass rate of 54%
  • 2015 - 32 taking exam, pass rate of  63%
  • 2014 - 41 taking exam, pass rate 56%
  • 2013 - 29 taking exam, pass rate 62%

Course requirements

Requirements (71-73 credits)

Required admission courses

These courses are open to all students and are among the requirements for admission to the Urban Teacher Program. In addition to the below list a Urban Teacher Program-approved ethnic studies course (contact the School for a list) and the University General Education Requirements (All 10 Goal Areas completed, 40 cr).

EDU 200 Introduction to Urban Education and Reflective Teaching

3 credits

This course provides an introduction to urban learners, urban teaching, and urban school systems using case studies and first-person accounts of teaching and learning in an urban environment. Current issues facing urban P-12 students, teachers, schools, districts, and communities will be discussed. Society's responsibility to urban schools will be examined along with the roles that teachers and schools play in increasing student achievement and leading school improvement. Key concepts of the Urban Teacher Program will be introduced including the importance of high expectations, student and teacher resiliency, educational equity, using the community as a resource, and reflection. Various perspectives and dimensions of the achievement gap will be examined, including causes due to discrimination and perspectives on what constitutes high educational achievement for culturally and linguistically diverse youth. Students in this course are expected to explore and express their own…

Full course description for Introduction to Urban Education and Reflective Teaching

EDU 203 Multicultural Education

3 credits

This course introduces prospective urban teacher candidates to core concepts and approaches of multicultural education including issues related to student, family and community diversity based on race, culture, language, class, gender, sexual orientation and disability. Issues of oppression, privilege and equity in relation to schools and society are also addressed as students use their life experiences as a multicultural reference point to begin to understand the life experiences of the diverse students who attend urban public schools. Emphasis is placed on demonstrating the multicultural competence required of all successful teachers working with diverse urban youth. Clinical field experience hours are part of the course requirements.

Full course description for Multicultural Education

PSYC 308 Child Psychology

4 credits

This course provides an overview of the science of child psychology. Major theories and research related to a child's perceptual, motor, emotional, social and cognitive development are reviewed, and their practical applications are explored. Overlap: PSYC 308T Child Psychology Theory Seminar.

Full course description for Child Psychology

Math

Choose one

MATH 115 College Algebra

4 credits

This course develops the fundamental concepts of algebra with an emphasis on the classification and analysis of linear, quadratic, polynomial, exponential and logarithmic functions. Applications to the natural and social sciences are given throughout. It aims to provide insights into the nature and utility of mathematics, and helps students develop mathematical reasoning skills.

Full course description for College Algebra

STAT 201 Statistics I

4 credits

This course covers the basic principles and methods of statistics. It emphasizes techniques and applications in real-world problem solving and decision making. Topics include frequency distributions, measures of location and variation, probability, sampling, design of experiments, sampling distributions, interval estimation, hypothesis testing, correlation and regression.

Full course description for Statistics I

Science

Courses can include any science courses used to meet GELS Goal Area 3 Natural Sciences and Goal Area 10 People and the Environment. Must be from any two sciences such as Astronomy, Biology, Chemistry, Earth Science, Environmental Science, Geology, Natural Science or Physics.

SCED 440 Science Curriculum and Differentiated Instruction in Urban Grades K-6

4 credits

This course prepares prospective teachers in the Metropolitan State University Urban Teacher Program to teach science in urban kindergarten to grade 6. The course will examine methods and content standards for teaching science to students in grades k-6. Included in this course is the examination of factors affecting achievement among urban learners historically underserved in science education including young girls and children from diverse cultural and linguistic backgrounds. Teacher candidates will learn approaches for enhancing instruction to improve standards-based academic achievement among urban learners. Participants will develop skills in lesson planning, instructional strategies, leading inquiry activities and assessing learning in all areas of the K-6 science scope and sequence. Urban elementary field experiences are part of the course requirements.

Full course description for Science Curriculum and Differentiated Instruction in Urban Grades K-6

Social Studies

Courses can be used to meet GELS Goal Areas GELS Goal Area 5 History/Social Science; Goal Area 6 Humanities and Fine Arts; Goal Area 7 Human Diversity; Goal Area 8 Global Perspective; Goal Area 9 Ethical and Civic Responsibility; and/or Goal Area 10 People and the Environment). These are suggested courses.

GEOG 201 Introduction to Geography

3 credits

This course introduces students to the concepts and tools used by geographers to think critically about the relationship between humans and their environment. Geographers use this focus to answer contemporary questions of political, economic, social and environmental concern. This course is designed to help students understand the role human and physical geographies play in shaping individuals' experiences and understanding of the world.

Full course description for Introduction to Geography

HIST 102 The American Past: From 1865

3 credits

This survey course traces U.S. development from the end of the Civil War until the present day. Students study post war Reconstruction in the South, the return of legal and social discrimination against African Americans, the advent and results of the Industrial Revolution, the making of modern capitalism, the increasing political and economic roles of women, the two World Wars, and America as a world power and multiethnic society.

Full course description for The American Past: From 1865

HIST 103 World History I: Patterns of Civilization to 1500

3 credits

Does the world have a history? This course is based on an affirmative answer to the question. A history of the world must be more than a mere compendium of facts about disparate societies and traditions. In this course students study the interactions among far-flung civilizations in ancient and medieval times. However, for most of the period considered in this course, those interactions were quite limited. Therefore, a coherent account of human history as a whole before the modern era emerges in large measure from comparisons among independently developing societies, and from a search for common patterns of development. Both similarities and important differences receive due attention. Topics include: the change from hunter-gatherer societies to sedentary agriculture; the rise of cities, social stratification, and the beginnings of written culture and organized religion; the complex civilizations and empires of West Asia, East Asia, Africa, Mesoamerica, and Europe; gender…

Full course description for World History I: Patterns of Civilization to 1500

HIST 104 World History II: The Modern World, 1500 to the Present

3 credits

This course examines the interactions among the world's peoples as they were brought increasingly into contact with one another after 1500. The rise of capitalism, colonialism and imperialism were closely linked to the creation of the modern world system, a system that took shape out of the cooperation and conflict among and between people as they were drawn into a world economy. Their experiences, the experiences of the people of the past as they both created and confronted the modern world, are thus central to an understanding of our own place in it.

Full course description for World History II: The Modern World, 1500 to the Present

Core one: Foundation Courses (10 cr, Prerequisites: All required for Urban Teacher Program admission)

Core one courses include 25 hours of documented urban field experiences

EDU 331 Physical Development, Health, Nutrition, Effects of Drugs in Birth-Grade 6

3 credits

The spectrum of physical and motor development of children from conception to age 8 will be covered in this course. Students will also be introduced to foundations of good nutrition and health maintenance for young children. There will be opportunities to develop nutritional plans for yearly childhood programs that respect cultural and religious diversity. Students will consider health policies for schools and child care centers as well as assess and plan large and small motor activities for groups and individual children. The effects of drugs will be addressed, from the prenatal period through the use of medication to treat behavior and emotional conditions in early childhood.

Full course description for Physical Development, Health, Nutrition, Effects of Drugs in Birth-Grade 6

EDU 341 The Child and the Family in an Urban Setting

2 credits

Theories and realities of diverse family structure and function will be the foundation of this course. The students will examine the unique roles of parents, family, and community in the lives of children who live in urban settings with particular focus on the racial, cultural and ethnic groups that reside in the metropolitan Twin Cities. Opportunities will be available for students to compare their own life and family experiences to those of children living in today's urban communities through primary research experiences. The role of the urban teacher in effectively working with diverse urban families, and strategies for building effective home-school partnerships will be discussed. Clinical field experience hours are part of the course requirements.

Full course description for The Child and the Family in an Urban Setting

EDU 361 The Arts in Early Childhood and Elementary Education

3 credits

This course will provide the prospective teacher with opportunities to plan and implement developmentally and culturally appropriate activities in the arts for young urban children. The students in this course will be introduced to the basic theories of teaching the visual arts, creative movement, music and creative dramatics within a developmental program for young children. Integration of the arts into the regular daily curriculum of urban early childhood settings will be a major focus of this course. Clinical field experience hours are part of the course requirements.

Full course description for The Arts in Early Childhood and Elementary Education

EDU 383 Information Technology for K-12 Education

2 credits

This course is an introduction to the use of information technology (IT) devices and applications to promote teaching and learning in k-12 educational settings for students with and without disabilities. Teacher candidates will learn primary tools and software applications to promote teacher productivity and integration of IT to promote curriculum, instruction, assessment, and family/educator communication. In addition to instruction and productivity for k-12 general education settings, the course will include introduction to accessibility issues and the "digital divide" that impact urban learners and educators. Students in this course will demonstrate their competence using technology by developing an electronic, standards-based portfolio.

Full course description for Information Technology for K-12 Education

Core two: Professional Education Courses (13-14 cr, Prerequisites: All core one requirements)

Core two courses include 25 hours of documented urban field experiences

EDU 323 Urban Pre-K and Kindergarten Curriculum and Practicum

4 credits

This course will review the development of children ages three to five, and connect development to the practices used to design appropriate learning experiences for pre-kindergarten and kindergarten children in urban settings. Students will learn curriculum and instructional strategies which integrate development, skills and content knowledge in individualized, culturally respectful manners. As prospective urban teachers, students in this course will be introduced to the concepts and criteria for determining school readiness as well as learning the rationale and strategies for developmentally appropriate guidance. This course will help students develop holistic, child centered approaches to pre-kindergarten and kindergarten curricula. Students also complete a field experience practicum in an urban pre-kindergarten or kindergarten settings to integrate knowledge gained in class with experiences working with urban three to five year-olds.

Full course description for Urban Pre-K and Kindergarten Curriculum and Practicum

EDU 311 Urban Teaching Practicum and Seminar

0-1 credits

This practicum is designed to give urban teacher candidates the opportunity to document and reflect upon at least 40 hours practical clinical experience working with diverse youth in an urban middle school or high school. Most of the field experience hours will be determined by field-based assignments required in other Education courses. Included with these experiences, urban teacher candidates practice using diagnostic assessment to guide their instructional planning of at least three lessons for a small group of 1-5 students needing help to improve their reading or mathematics literacy. Successful completion of this practicum is a prerequisite for student teaching. Requirements include attendance and participation in periodic seminars to help prospective urban teacher candidates reflect upon their field experiences, and prepare for future clinical field experiences including student teaching. Co-requisites: EDU 306, OR EDU 606, OR EDU 323, OR EDU 481.

Full course description for Urban Teaching Practicum and Seminar

EDU 330 Teaching Children's Literature in Urban Grades K-6

3 credits

This course provides pre-service Early Childhood and Elementary teachers with the theoretical foundations and practical skills necessary to become reflective professionals who can analyze and select high quality and developmentally appropriate literature for children. Student will develop skills needed to guide children's selection of books, understand how to use literature with children, design age appropriate lessons and activities to stimulate and extend children's literary experiences and reading enjoyment throughout the elementary curriculum for economically, academically, culturally, racially and linguistically diverse children. Session topics will focus on student motivation, classroom organization , and teaching with children's literature. Central to all topics is the use /inclusion of literature that is multicultural/multiethnic.

Full course description for Teaching Children's Literature in Urban Grades K-6

EDU 333 Assessment of Learning in Urban Grades K-6

3 credits

Students will learn to use formal and informal assessment and evaluation strategies to plan and individualize curriculum and instructional practices in diverse, urban Early Childhood and Elementary classrooms. The foundations of assessment theory and practice will be presented, including the integration of performance standards for grades K-6, standardized testing requirements, and developmentally appropriate practice for diverse learning needs in urban settings. Students will have opportunities to develop and practice authentic assessment tools and strategies with the goal of using assessment to guide instruction. Clinical field experience hours are part of the course requirements.

Full course description for Assessment of Learning in Urban Grades K-6

Core three: Professional Education Courses (14 cr, Prerequisites: All core one and two requirements)

Core three courses include 25 hours of documented urban field experiences

MAED 106 Math for Elementary Teachers

4 credits

This course provides the background for teaching contemporary mathematics in the elementary school. The use of mathematics manipulatives for modeling the basic operations is emphasized. Set theory, numeration, and the system of whole numbers, integers and rational numbers are considered. Requirements include knowing what mathematics is expected of and taught to K-6 learners. Mathematics is taught as an integrated and continuous curriculum.

Full course description for Math for Elementary Teachers

EDU 435 Teaching and Assessing English Language Learners

3 credits

This course includes an examination of the process of second language acquisition and strategies for teaching English Language Learners (ELL) subject matter content in urban K-12 classrooms. Prospective teachers will learn how to modify mainstream course materials and instructional strategies so that ELL students can engage in course content while simultaneously developing their English language skills. Course activities and expectations include demonstrating teaching strategies; developing lesson modifications; evaluating textbooks and other materials and resources available in the field; and examining issues in testing students of limited English proficiency for placement, diagnosis, exit, and evaluation. There is a requirement of a 10-hour field experience in urban setting involving classroom participant-observations and working with an ELL student.

Full course description for Teaching and Assessing English Language Learners

EDU 481 Urban Grades 1-6 Curriculum and Practicum

4 credits

This course will review development of children grades 1-6 and connect development to the practices used to design programs for grade 1-6 children in urban classrooms. Urban teacher candidates will learn appropriate curriculum and instructional strategies for the presentation of a program which integrates development, skills, and content knowledge in individualized, culturally respectful manners for diverse urban learners. Prospective urban teachers will develop learning plans for grades 1-6 language arts, mathematics, social studies and science and have opportunities to assess their plans as part of a holistic, child-centered curriculum. The rationale and strategies for developmentally appropriate guidance will also be learned. Clinical field experience hours are part of the course requirements.

Full course description for Urban Grades 1-6 Curriculum and Practicum

EDU 483 Foundations of Teaching Reading in Urban Grades K-6

3 credits

This course explores the fundamentals of reading instruction. The course provides Early Childhood and pre service k-6 teachers with knowledge of the foundations of the reading and writing process, strategies and curriculum materials to support reading and writing instruction, assessment tools and practices to plan and evaluate effective reading instruction, and create a literate environment that fosters reading and writing.

Full course description for Foundations of Teaching Reading in Urban Grades K-6

Core four: Professional Methods Courses (23-24 cr, Prerequisites: All core one, two, and three requirements)
Reading. Language Arts, and Social Studies Cluster (12-13 cr):

This Cluster includes 25 hours of documented urban field experiences

EDU 487 Methods of Teaching Reading in Urban Grades K-6

3 credits

This course presents an in-depth study of the predominant current philosophies and methodologies of Early Childhood and Elementary reading instruction. Emphasis will be placed on the critical elements in literacy development. These elements are: phonemic awareness, phonic instruction, vocabulary development, fluency, and comprehension. Current organizational procedures and foundations of reading instruction will be presented. Special consideration is given to effective practices and adapting instruction for culturally and linguistically diverse students.

Full course description for Methods of Teaching Reading in Urban Grades K-6

EDU 450 Advanced Urban Teaching Practicum and Seminar

0-1 credits

This advanced pre-student teaching practicum is designed to give urban teacher candidates the opportunity to document and reflect upon at least 60 hours practical clinical experience in an urban middle school or high school classroom within their subject area of licensure. Requirements include teaching at least 3 lessons in their licensure area to a whole class of students, but most of the clinical field experience hours and active classroom involvement will be determined by field-based assignments required in other Education courses and the cooperating urban school teacher hosting the practicum. Successful completion of this practicum is a prerequisite for student teaching. Requirements include attendance and participation in periodic seminars to help prospective urban teacher candidates reflect upon their field experiences, and prepare for student teaching.

Full course description for Advanced Urban Teaching Practicum and Seminar

LAED 440 Methods of Teaching Language Arts in Urban Grades K-6

3 credits

This course provides pre-service Early Childhood and Elementary teachers with the theoretical foundations and practical skills necessary to become reflective professionals who can design and implement effective language arts instruction for economically, academically, culturally, racially and linguistically diverse children. The course emphasizes the social constructivist perspective of reading and writing development which includes the importance of the total learning environment - school, home and community.

Full course description for Methods of Teaching Language Arts in Urban Grades K-6

SSED 440 Social Studies Curriculum and Differentiated Methods in Urban Grades K-6

3 credits

This course encourages the pedagogies of reflective teaching, constructivism, and teaching for social justice and social change. Students will be introduced to current theories and research that examine effective teaching and meaningful learning in the elementary social studies. Urban teacher candidates will review content in various social studies disciplines while preparing to teach national, state, and local district social studies standards. Students will practice and model instructional strategies that encourage the development of critical thinking, problem solving, and performance skills. Students will use formal and informal assessment strategies to evaluate and help foster the continuous intellectual, social and physical development of the learner. Urban elementary field experiences are part of the course requirements.

Full course description for Social Studies Curriculum and Differentiated Methods in Urban Grades K-6

EDU 430 Historical and Cultural Foundations of Urban Education

3 credits

This course explores historical, cultural, and sociological foundations of urban education in the United States. Core concepts include democracy and education, educational equity for all students and historical as well as contemporary relationships between school and society. Emphasis is on issues of power and the educational segregation and attempted deculturalization of historically marginalized groups. Resilience and persistent struggles for equal educational opportunity in the face of oppression are also emphasized from diverse cultural perspectives. Philosophical, legal, cultural and ethical perspectives about education are explored as students develop critical awareness of issues to further develop their own philosophies of urban education. The community is a resource for cross-cultural inquiryand learning about the educational strengths and challenges faced by diverse groups living in urban areas. Students gain understanding of the contributions and lifestyles of various…

Full course description for Historical and Cultural Foundations of Urban Education

Math, Science, and the Exceptional Learner Cluster (11 cr):

This Cluster includes 25 hours of documented urban field experiences

MAED 440 Teaching Mathematics to Urban Learners in Grades K-8

4 credits

This course provides students with the knowledge and experience of intermediate and middle school mathematics to be an effective teacher in urban, multicultural classrooms. The content of this math methods course emphasizes the interconnectedness of curriculum, instruction and assessment. The overarching philosophical framework for this course is the social justice perspective of mathematics education particularly for urban students. Field experience in an intermediate or middle school mathematics classroom is required. Prerequisites for Mathematics Teaching majors: EDU 300 Assessment of Learning and Teaching in Urban Grades 5-12 and EDU 306 Urban Middle School and High School Methods and at least 24 credits of Math courses required for the Mathematics Teaching major. Prerequisite for Urban Elementary Education majors: MATH 106 Math for Elementary Teachers AND one of the following: MATH 110 Math for Liberal Arts OR MATH 115 College Algebra OR STAT 201 Statistics I. Corequisite…

Full course description for Teaching Mathematics to Urban Learners in Grades K-8

SCED 440 Science Curriculum and Differentiated Instruction in Urban Grades K-6

4 credits

This course prepares prospective teachers in the Metropolitan State University Urban Teacher Program to teach science in urban kindergarten to grade 6. The course will examine methods and content standards for teaching science to students in grades k-6. Included in this course is the examination of factors affecting achievement among urban learners historically underserved in science education including young girls and children from diverse cultural and linguistic backgrounds. Teacher candidates will learn approaches for enhancing instruction to improve standards-based academic achievement among urban learners. Participants will develop skills in lesson planning, instructional strategies, leading inquiry activities and assessing learning in all areas of the K-6 science scope and sequence. Urban elementary field experiences are part of the course requirements.

Full course description for Science Curriculum and Differentiated Instruction in Urban Grades K-6

EDU 484 Teaching and Assessing Children with Disabilities Birth-Grade 6

3 credits

This course is designed to prepare prospective early childhood education and elementary teachers to teach and assess young children with disabilities in urban settings. Teacher candidates are introduced to the nature and type of young children with disabilities in the context of urban schools. Formal and informal assessment strategies are addressed as well as strategies for integrating children with disabilities into the early childhood and elementary classroom. Specific areas of focus include the nature of disabilities among culturally and linguistically diverse exceptional learners, instructional individualization, and communication with parents. Issues discussed include funding, professional ethics, and legal implications for professionals, students, and family. Clinical field experience hours are part of the course requirements.

Full course description for Teaching and Assessing Children with Disabilities Birth-Grade 6

Student Teaching (8 cr, Prerequisites: All core one, two, three and four requirements)

This experience is required for licensure not the major or degree. Teacher Candidates must notify the Field Experience Director two semesters prior to doing their student teaching. They must also submit a student teaching application by September 1 for spring placements and February 1st for fall placements.

EDU 495 Student Teaching in the Urban Elementary School K-6

8 credits

Required culminating clinical field experience with children and a cooperating classroom teacher in an urban elementary grades (K-6) classroom for urban teacher candidates seeking elementary education licensure. Placement is for a minimum of twelve full-time weeks based on teacher candidate's Individualized Student Teaching Plan that is developed with and approved by the teacher candidate's advisor and the Field Experience Coordinator the semester prior to student teaching. Weekly reflections, periodic seminars with other student teachers, and the development of a standards-based e-folio are also required.

Full course description for Student Teaching in the Urban Elementary School K-6

Pre-Primary Endorsement Licensure Option (8 cr)

To add a license endorsement to teach preschool children, also complete. In addition to the below list complete 40 hour practicum in an urban Pre-K classroom

PSYC 357 Observing and Assessing Young Children: Birth Through Age Five

3 credits

This course is an introduction to formal and informal assessment strategies and their application to work with young children. The emphasis is on observing, recording and using authentic performance-based assessment, communicating assessment results to colleagues and parents, and applying assessment data to curriculum planning.

Full course description for Observing and Assessing Young Children: Birth Through Age Five

PSYC 359 Positive Behavior Guidance

3 credits

This course addresses the developmentally appropriate strategies to support learning of socially appropriate classroom behaviors for young children. Strategies examined for the course support social development, personal values and citizenship. The developmental and philosophical rationale for selection of behavior guidance strategies and practices are the foundational focus of the course. Students address the differences between discipline, classroom management and positive behavior guidance with particular focus on the cultural and contextual experiences of children in urban communities.

Full course description for Positive Behavior Guidance

EDU 325 Emergent Literacy in Urban Early Childhood Education

2 credits

This course will cover the normal development of skills and understandings necessary for a young child to learn to read and write. The individual nature of readiness and the differences in children's approaches to learning to read and write will be a focus of the course. The instructional strategies and materials that constitute a developmentally and culturally appropriate reading and language arts program for young urban children will be presented and used in practice sessions. The important role of multicultural literature in an emergent literacy curriculum for diverse urban children from a variety of backgrounds, experiences, and families will be emphasized. Clinical field experience hours are part of the course requirements.

Full course description for Emergent Literacy in Urban Early Childhood Education