|Degree Type:||B.A., B.S.|
The COE has the responsibility for the development and supervision of programs leading to the Bachelor of Science Degree or Bachelor of Arts Degree in Elementary Education K-6.
Please be advised that program and/or course requirements are subject to change, per state legislative mandates, Florida State Department of Education program approval standards, and accreditation criteria. In addition, the college faculty members are currently reviewing the program and candidates are advised to check with their academic advisor regarding changes in the program.
Elementary Ed majors will be assigned to a specified sequence of courses to be followed throughout the program enrollment. Coursework will include internships and field experiences. Candidates who withdraw from or who have unsatisfactory grades in the field experiences or internships may be terminated from the program.
Part-time students in Elementary Education (those planning to take 9 hours or less per semester) must meet program and internship requirements associated with the programs. These requirements include being available to participate in the internships during regular school hours.
Candidates may complete a state-approved program to be eligible for certification in Elementary Education (grades K-6). Degree and certification requirements are subject to change in accordance with state mandates. The current program of study includes both coursework and extensive field experience in elementary school settings to enable candidates to integrate theory with teaching practice. All elementary education candidates are required to demonstrate the Florida Department of Education Accomplished Practices (FDEAPs) through core assignments in courses and internships.
The College of Education offers a full ESOL Endorsement for all Elementary Education major graduates. There are special requirements for ESOL endorsement through infusion that includes successful completion of the following:
- TSL 4240, TSL 4344, and TSL 4081, with a minimum score of ‘Satisfactory’ or 75% on all critical tasks and tests.
- ESOL Binder Assessment consisting of documented ESOL Field Experience of 60 hours and satisfactory demonstration of ESOL Teacher Competencies.
ESOL documentation containing critical tasks and test scores from TSL 4240, TSL 4344, and TSL 4081 along with ESOL Infusion documentation from ESOL-infused courses.
Intended Learning Outcomes
- Content Knowledge
- Candidates demonstrate depth and breadth of content knowledge for their respective roles.
- Reflective and Ethical Practice
- Candidates engage in reflective and ethical practice as educators.
- Evaluation and Decision Making
- Candidates make professional educational decisions drawing on analysis of data and research from a variety of sources
- Educational Design
- Candidates design educational experiences that result in successful learning.
- Candidates demonstrate proficiency in educational technology aligned to the NETS-T standards.
- Learner as an Individual in the Community
- Candidates construct learning environments that reflect the diversity of experiences, perspectives, and cultures of their students and the larger world.
- Candidates communicate in ways that demonstrate fairness, respect, and sensitivity to diversity, setting high academic expectations for all students
Florida Educator Accomplished Practices (FEAPs)
The Florida Educator Accomplished Practices (FEAPs) serve as the state standards for effective instructional practice and are used to define and identify effective teaching. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.
Quality of Instruction
- Instructional Design and Lesson Planning: Applying concepts from human development and learning theories, the effective educator consistently:
- Aligns instruction with state-adopted standards at the appropriate level of rigor;
- Sequences lessons and concepts to ensure coherence and required prior knowledge;
- Designs instruction for students to achieve mastery;
- Selects appropriate formative assessments to monitor learning;
- Uses diagnostic student data to plan lessons; and
- Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.
- The Learning Environment: To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:
- Organizes, allocates, and manages the resources of time, space, and attention;
- Manages individual and class behaviors through a well-planned management system;
- Conveys high expectations to all students;
- Respects students’ cultural linguistic and family background;
- Models clear, acceptable oral and written communication skills;
- Maintains a climate of openness, inquiry, fairness and support;
- Integrates current information and communication technologies;
- Adapts the learning environment to accommodate the differing needs and diversity of students; and
- Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.
- Instructional Delivery and Facilitation: The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
- Deliver engaging and challenging lessons;
- Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;
- Identify gaps in students’ subject matter knowledge;
- Modify instruction to respond to preconceptions or misconceptions;
- Relate and integrate the subject matter with other disciplines and life experiences;
- Employ higher-order questioning techniques;
- Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding;
- Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;
- Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and
- Utilize student feedback to monitor instructional needs and to adjust instruction.
- Assessment: The effective educator consistently:
- Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process;
- Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;
- Uses a variety of assessment tools to monitor student progress, achievement and learning gains;
- Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;
- Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and
- Applies technology to organize and integrate assessment information.
Continuous Improvement, Responsibility and Ethics
- Continuous Professional Improvement: The effective educator consistently:
- Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;
- Examines and uses data-informed research to improve instruction and student achievement;
- Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons;
- Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;
- Engages in targeted professional growth opportunities and reflective practices; and
- Implements knowledge and skills learned in professional development in the teaching and learning process.
- Professional Responsibility and Ethical Conduct: Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public and the education profession.
State-Mandated Common Prerequisites
These prerequisites must be met by all USFSM students with a grade of “C-” as the minimum acceptable grade.
|State Prerequisite||USFSM Course Offering|
|Course Number||Course Number||Credit Hours|
|EDF X005||EDF 2005||3|
|EDF X085||EDF 2085||3|
|EME X040||EME 2040||3|
International/Diversity Courses Credits
Completion of a minimum of 6 semester hours with an international or diversity focus is required. Eligible courses will be determined by the college or university where the student is currently earning the Associate in Arts or baccalaureate degree. Foreign language courses may be used to meet this requirement.
|Course Number||Title||Credit Hours||Requisites (KEY)||Notes|
|AMH 2010||American History I||3||None|
|AMH 2020||American History II||3||None|
|ANT 2000||Introduction to Anthropology||3||None|
|ANT 2410||Cultural Anthropology||3||None|
|ARH 2050||History of Visual Arts I||3||None|
|ARH 2051||History of Visual Arts II||3||None|
|EUH 2011||Ancient History I||3||None|
|EUH 2022||Medieval History II||3||None|
|EUH 2031||Modern European History II||3||None|
|LIT 2010||Introduction to Fiction||3||None|
|LIT 2040||Introduction to Drama||3||None|
|MUH 2051||Folk and Traditional Music of World Cultures||3||None|
|REL 2300||Introduction to World Religions||3||None|
|SYG 2000||Introduction to Sociology||3||None|
Professional Education (30-33 credit hours)
|Course Number||Title||Credit Hours||Requisites (KEY)||Notes|
|EDF 3122||Learning and the Developing Child||3||General PSY and admission to COE|
|EDF 3604||Schools and Society||3||Upper level standing|
|EDF 4430||Measurement for Teachers||3||Upper level standing|
|EEX 4084||Instruction for Exceptional and Diverse Students||3||None|
|TSL 4240||Applied Linguistics in Teaching Diverse Students||3||None|
|TSL 4344||Foundations of Teaching ESOL||3||CP: TSL 4240||TSL 4240 can be taken as a pre-requisite or co-requisite|
|TSL 4081||ESOL 2 – Literacy Development in English Language Learners||3||PR: TSL 4080 or FLE 4317||For USFSM students, TSL 4344 is equivalent to TSL 4080. Please see advisor for course waiver.|
|EDE 4949||Clinical Education III||9-12||PR: EDE 4948, all required state tests, and applicable programmatic requirements|
Specialization (42 credit hours)
|Course Number||Title||Credit Hours||Requisites (KEY)||Notes|
|EDE 4302||The Learning Environment||3||PR: EDE 4947, RED 4310, EEX 4084, MAE 4310; CR: EDE 4948||Must be taken with co-requisite EDE 4948.|
|EDE 4323||Planning for Instruction of Diverse Learners||3||PR: EDE 4223, EDF 3604, EDF 3122, TSL 4240; CR: EDE 4947||Must be taken with co-requisite EDE 4947.|
|EDE 4947||Clinical Education I||3||PR: EDE 4223, EEX 4084, EDF 3122, TSL 4240; CR: EDE 4323||Field Experiences are to be approved by the Dean or designee. Must be taken with co-requisite EDE 4323.|
|EDE 4948||Clinical Education II||6||PR: EDE 4947, EDE 4323, MAE 4310, RED 4310, RED 4311; CR: EDE 4302||Field Experiences are to be approved by the Dean or designee. Must be taken with co-requisite EDE 4302.|
|LAE 4314||Teaching Writing in the Elementary School||3||Admit to COE|
|LAE 4414||Teaching Literature in the Elementary Schools||3||None|
|MAE 4310||Teaching Elementary School Mathematics I||3||Admit to COE and 2 college level math courses|
|MAE 4326||Teaching Elementary School Mathematics II||3||PR: MAE 4310|
|RED 4310||Reading and Learning to Read||3||Admit to COE|
|RED 4511||Linking Literacy Assessment to Instruction||3||PR: RED 4310|
|SCE 4310||Teaching Elementary School Science||3||Admit to COE and completion of Gen Ed Requirements in Natural Science area|
|SSE 4313||Teaching Elementary (K-6) Social Studies||3||Admit to COE|
|EDE 4223||Creative Experiences for the Child||3||Admit to COE|
Candidates will be required to complete several field experiences and internships throughout the teacher preparation program. It is the policy of the COE that a candidate who does not successfully complete a field experience or internship will be terminated from the program.
The final internship experience involves observing and teaching in a classroom. Internship sites are available in the counties served by USFSM. Candidates should meet with an advisor to discuss eligibility for level I and level II internships and field observations.
Special requirements for enrollment in the final internship are:
- Admission to the COE.
- Completion of General Education, “Gordon Rule,” and all other program prerequisites.
- Passing scores on all sections of the General Knowledge Test.
- Completion of fingerprinting and background check as required by the school district in which the student is placed.
- Successful completion of Levels I and II internships prior to the beginning of the Level III internship.
- Completion of an application for the final internship is required.
- Completion of all professional education and specialization coursework, including the ESOL documentation, prior to final internship.
- A combined grade point average of 2.50 in professional education and specialization coursework as well as an overall USF GPA of 2.50.
- A minimum “C-” grade or “S” in their required major courses.
- Passing scores on all sections of the FTCE exam prior to the first day of classes during the final internship semester.