Elementary Education K-6
Bachelor of Science in Education (B.S.E.) in Elementary Education with a Concentration in Educational Studies (Non-Licensure) The Bachelor of Science in Education (B.S.E.) in Educational Elementary Education with a concentration in Educational Studies is a degree option for any student who seeks to focus on the larger field of education, as opposed to the specific classroom teaching experience. Educational Studies focuses on the theory and practice of learning and teaching in all aspects of community, non-profit, private and public education environments, not limited to traditional K-12 classrooms. This concentration allows for a customizable degree. It focuses on the general theory and practice of learning and teaching. This degree, in itself, does not include licensure. Graduates will have the cognitive ability to apply teaching strategies to a variety of employers. With additional training and licensure, students can work in school settings. The concentration does not include initial licensure as outlined by the Arkansas Department of Education for K-12 public classroom teaching. Private and or charter classroom teaching in the state of Arkansas does not require a state of Arkansas K-12 teaching license; however, a bachelor’s degree in an education field is traditionally required. Elementary Education with a concentration in Educational Studies B.S.E. graduates may obtain a state of Arkansas teaching license for public classroom teaching by completing one the following options after graduation should they desire a K-12 public classroom placement:
• Masters of Arts in Teaching program at an accredited institution
• Arkansas Professional Pathway to Educator Licensure (APPEL)
• Arkansas Teacher Corps
• Teach for America
• American Board for the Certification of Teacher Excellence (ABCTE)
• Provisional Professional Teaching License
• Reciprocity of a License from another State Graduates may also apply for teaching positions in public K-12 Arkansas schools that have successfully applied for ACT 1240 hiring petitions through the state Education Department.
Students completing the concentration will have worked in a strong, interdisciplinary field constructed of courses offered in Educational Studies), Philosophy and Religion (PHRE), Physical Education (PHED), Social Justice. Graduates traditionally seek employment through non-profit educational services, private and/or charter school teaching, for-profit business educational services, community/government services, or academic graduate school placements. The Educational Studies concentration will require only three new courses. The rest of the courses come from the existing Teacher Education Curriculum. Admission All unconditionally admitted majors must have a 17 on the ACT and have completed all required freshman and sophomore courses. 1. Students with scores less than an ACT of 17 or an SAT equivalent score must be recommended by the education faculty based on academic performance, attendance, and disposition. 100 Note: Special thanks to the University of Arkansas at Fayetteville for allowing Philander Smith University to use their Educational Studies Program Model.
Goals
GOAL 1: INSTITUTIONALIZE A MODEL OF STUDENT DEVELOPMENT
• Outcome 1: Demonstrate student-centered pedagogical proficiency.
• Outcome 2: Facilitate a student-centered environment for learning.
GOAL 2: PRODUCE PROFESSIONALS WHO CONSISTENTLY DEMONSTRATE PROFICIENCY OF STATE, NATIONAL, AND EPP CREATED ASSESSMENTS OF PROFESSIONAL STANDARDS FOR EFFECTIVE TEACHING
• Outcome 1: Demonstrate proficiency in performance of standards for: Arkansas Teaching Standards (ATS; Interstate Teacher Assessment and Support Consortium), Council for the Accreditation of Educator Preparation Standards (CAEP), and Danielson’s Framework for Teaching.
• Outcome 2: Demonstrate proficiency of Essential Knowledge of the learner and learning, Instructional Practice, and Professional Responsibility.
• Outcome 3: Demonstrate proficiency of critical teacher dispositions.
GOAL 3: FOSTER SKILLS THAT LEAD TO ENGAGEMENT IN LEADERSHIP ROLES BEYOND THE CLASSROOM.
• Outcome 1: Report on instructional team participation
• Outcome 2: Model problem solving strategies
• Outcome 3: Demonstrate decision making
• Outcome 4: Participate in professional and academic opportunities to build collaborative relationships
• Outcome 5: Reinforce oral and written communication skills
GOAL 4: PRODUCE CULTURALLY RELEVANT AND RESPONSIVE TEACHERS
• Outcome 1: Demonstrate principles of social justice in the classroom
• Outcome 2: Demonstrate cultural competence
• Outcome 3: Facilitate Constructivism in the teaching learning process
GOAL 5: PROMOTE THE UNIVERSITY’S CORE VALUES
GOAL 6: PRODUCE PROFESSIONAL WHO FACILITATE INFORMATIONAL LITERACY
• Outcome 1: Implement models of informational literacy appropriate to formal and informal learning environments
