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Bachelor of Arts in Education: Elementary Education
with Teacher Certification and optional Dual Endorsements
REQUIRED CREDITS: 180-191
Is the bachelor's in Education (Elementary Education) program for me?
If the idea of a rewarding teaching career appeals to you, then our bachelor's in Elementary Education program
is absolutely a great fit. And when you choose CityU, your quality time in the classroom isn't too far away: You can earn
your B.A.Ed., teacher certification and single or dual endorsements in about two years.
We offer these five program options for B.A.Ed. students:
- Elementary Education (K-8)
- Elementary Education (K-8) and Mathematics
- Elementary Education (K-8) and Special Education
- Elementary Education (K-8) and English Language Learners
- Elementary Education (K-8) and Reading
- Elementary Education (K-8) and Early Childhood Education
When you choose a dual endorsement, you'll get specialized training and experience in two disciplines that makes you even
more desirable to potential employers.
What will I learn in the bachelor's in Education (Elementary Education) program?
This program focuses on providing students with both field participation and academics. The course work is combined with classroom
teaching in a comprehensive program that will prepare you for teaching in the real world. Upon successful completion of the program,
you will have satisfied requirements for a Washington State Residency Teaching Certificate with an Endorsement for Elementary Education
(K-8) and a B.A. Ed. Degree. If you choose dual endorsements you will receive specialized training and experience in your chosen fields of study.
What can I do with my bachelor's degree in Education (Elementary Education)?
When you finish your Elementary Education degree program (and pass any state-required exams), you'll be qualified to teach in any public or private schools that require the Washington residency certificate. Or explore other opportunities:
- Classroom teaching
- Substitute teaching
- Teaching in other states
- Pursuing an advanced degree
Why CityU?
- CityU is one of the top teaching schools in Washington state graduating over 300 teachers each year.
- Small classes, most with under 25 students.
- Because you want an education that's relevant to what's happening in the real world, right now.
- Our faculty teach what they do for a living, not just what's in the book. They're smart, successful people who can help you get there, too.
- You'll go through the program with the same group of students. It's like a built-in support group.
- You can get an education without sacrificing your lifestyle.
How to get started:
Note: You'll need to pass the Washington Educator Skills Test–Basic (WEST-B) Exam to enter this program.
Check out the WEST-B Exam website for more info. Be sure to talk with an admissions advisor to see if there
are any other requirements for this program.
If you have undergrad credits to transfer and want to become a teacher, you may be eligible to apply. Here's how:
Classes are typically held two weekday evenings per week and Saturdays at most locations.
*These locations offer programs every other year.
Lower-Division Requirements (90)
Transfer these credits from another college or take at CityU: College Composition I, College Composition II, Oral Communications - Speech, Creative Arts I, Creative Arts II, General Psychology, Developmental Psychology, US History or World, Civilization, Life Science, Physical Science, Lab, Natural Science Elective, College Mathematics, Math for Elementary Teachers, Theory & Practice in Education, Academic Content Area***, Electives: (Humanities, Social Sciences or Natural Sciences)
Core Requirements (51)
EDE 307
This course provides general education teachers with the knowledge and skills to address the needs of students with disabilities in their classrooms. The course also surveys other special programs including ESL/Bilingual, gifted education, and federal, state, and local compensatory programs and services. The course offers a holistic perspective of the range of human experience of special needs students, attitudes of individuals and society toward these individuals, and strategies for building a sense of classroom community to engage all students in meeting academic and interpersonal goals. In addition, this course provides opportunities for learning about collaborative models for involving families as well as other professionals in planning for students with special needs. Participants use role playing, observation, interviewing, and group investigations to learn about interventions and accommodations appropriate for K-8 students with special needs.
EDE 370A
Please check back soon for the full description of this course.
EDE 403
This course provides an understanding of the potential empowering or limiting effects of health/fitness choices and habits on quality of life, health and lifespan. Topics include exploration into health-related topics as well as candidate development of teaching skills necessary for effective health education and application of physical activities that promote fitness in the K-8 student learning environment.
EDE 406A
The purpose of this course is to explore the teaching and learning of mathematics in grades K-8 and special education settings. The course focuses on concepts, methods and materials that are essential and effective in teaching mathematics to elementary school, middle school, and special education students. In this course, participants actively do mathematics, consider their own and student's thinking, evaluate curriculum, learn and practice instructional strategies, and design lessons for mathematics. Course content and activities connect work that candidates completed in their required pre-requisite math courses with best practices for mathematics education. Activities in the university classroom are also connected to a field experience in elementary school, middle school, or special education mathematics classrooms.
EDE 410A
Teacher certification candidates demonstrate competency in an inquiry-based approach to teaching Science and Social Studies. Candidates apply the cycle of inquiry to the essential components of Science and Social studies-concepts, knowledge, understanding, skills, reasonng, product development and dispositions. The course is designed to provide prospective teachers with inquiry-oriented, reflective learning experiences that have direct classroom applications and transform student learning. Prerequisites: Admission to Bachelor of Arts in Education program or Program Director permission.
EDU 308
Please check back soon for the full description of this course.
EDU 313
This course provides an introduction to the diversity of the American school population and the concepts, theories, and strategies that constitute multicultural education. Participants explore how children from diverse backgrounds construct knowledge within the contexts of their own socio-cultural backgrounds and how such diversity affects how the students are perceived in the classroom. Issues such as equity, race, ethnicity, gender, socioeconomic status, language, disability, and other special circumstances are explored. This course promotes the candidate's sensitivity, acceptance, and ability to self-reflect in regards to issues related to diversity and inspires the candidate to do the same with his/her students.
EDU 317
Please check back soon for the full description of this course.
EDU 320A
Please check back soon for the full description of this course.
EDU 383A
This course is an introduction to theories and practice of classroom management. Emphasis is placed on candidate practice of skills and strategies necessary to establish and maintain classroom communities that will support student learning and human relationships.
EDU 404A
This course is a required foundations course for all candidates in the Bachelor of Arts in Education Teacher Preparation Program. The course focuses on the usage of assessment in educational decision making as well as formative and summative classroom assessment and the necessary foundations, strategies, and understandings to assess and evaluation student learning and promote student self assessment. Emphasis is placed on the skills necessary to make data-driven decisions and how these decisions impact instruction, curriculum, and services. Practical application of this knowledge will enable the candidate to use assessment in making placement and instructional decisions as well as assist students in the classroom in monitoring and assess their own learning.
EDU 495
As a requirement for completion of degree and certification requirements, in this course the candidate completes an impact on student learning project based on a unit of study developed and taught in conjuction with the Teacher Performance Assessment. Candidates participate in seminars, workshops and conferences designed to promote quality evidence and timely completion of the project. Each presentation is reviewed by faculty as evidence of the candidate's effectiveness in impacting student learning. Prerequisites: Completion of the Teacher Performance Assessment.
ERL 406
This is the first of three courses in the literacy sequence for the undergraduate teacher certification program. This course provides a foundation for literacy instruction. Topics include reading and writing instruction, response to literature, language acquisition, construction of meaning/comprehension, and strategies for english language learners. Candidates learn strategies for literacy instruction which can be used with all learners. Prerequisites: Admission to Bachelor of Arts program or permission of Program Director.
ERL 407
The second of three courses in the literacy sequence for the undergraduate Teacher Certification Program, this course examines a variety of literacy assessment and instructional strategies. Topics include guided reading instruction, strategies for increasing fluency, and literacy assessments. Upon completion of this course, candidates are able to effectively assess and teach literacy skills for K-8 students. Prerequisites: Admission to Bachelor of Arts program or permission of Program Director.
ERL 440A
This course provides candidates with specific strategies for differentiating literacy instruction. Topics include literacy instructional strategies, technology to foster flexible learning opportunities, writing, and children's multicultural literature. Practical application includes designing instructional plans to support literacy development for all learners. Prerequisites: Admission to Undergraduate BA in Education Program or permission of the Director permission, successful completion of ERL 406 and ERL 407.
ESP 423
This course provides educators with the pedagogical foundations, strategies, and understanding to successfully modify and provide curriculum adaptations within the learning environment for the special needs of exceptional students. Course work and class activities includes topics on classroom arrangements, adaptive equipment, grouping, scheduling, homework materials selection, classroom management accommodations, effective delivery, and adaptation of subject content, as well as ways to foster student social competence and self-determination. In addition, participants investigate various instructional methods and strategies considered effective with specific areas of exceptionality, including: mental retardation, learning disabilities, behavior and emotional disorders, communication disorders, hearing impaired, visually impaired, physically disabled, health impaired, and gifted and talented.
Internship and Student Teaching (16)
EDU 350
Please check back soon for the full description of this course.
EDU 351
In this first field experience, candidates complete at least 20 half-days in a school placement with guidance of a cooperating teacher and field supervisor. Topics include essential dispositions and skills in planning for instruction, engaging students, and assessing learning. Completion of this introductory internship provides candidates field-based perspectives and reflection skills needed to improve performance in this and following field experiences. Prerequisites: Admission to the Bachelor of Arts in Education Program or permission of the Director.
EDU 352
Please check back soon for the full description of this course.
EDU 353
In this third developmental field experience, candidates complete a minimum of 25 half-days of internship in a school classroom with guidance of a cooperating teacher and a field supervisor. Related topics include establishing a learning environment; collaborative planning, instruction, and assessment; evidence of student learning; and developing collaboration and problem-solving skills. To build capacity regarding residency endorsement competencies, candidates plan and teach a minimum of 10 lessons or activities, record and analyze a video of their own teaching, journal reflectively about teaching and learning, pursue a professional development goal based in field performance, and reflect on practice. Prerequisites: Admission to the Bachelor of Arts in Education Program or permission of the Director, and completion of Internship II or equivalent.
EDU 470
In this fourth developmental field experience leading to student teaching, candidates complete a minimum of 30 half-days of internship in a school classroom with guidance of a cooperating teacher and a field supervisor. Related topics include establishing a learning environment; collaborative planning, instruction, and assessment; evidence of student learning and connections with professional standards; co-teaching; and developing collaboration and problem-solving skills. To build capacity as an excellent teacher who demonstrates competence, caring and professionalism, candidates plan and teach a minimum of 30 lessons or activities that address students' needs relative to state learning standards, develop residency endorsement competencies, and use feedback to improve practice. Prerequisites: Admission to the Bachelor of Arts in Education Program or permission of the Director, and completion of Internship III or equivalent.
EDU 480
In Student Teaching, candidates seeking an Elementary Education K-8 endorsement co-teach with a cooperating teacher in a K-8 school placement for a minimum of 50 days to develop and demonstrate capacities to perform the full-time responsibilities of a teacher and to make a positive impact on student learning. During student teaching, candidates exhibit essential dispositions; demonstrate skill in planning, engagement, assessment, and reflection upon student learning; complete performance tasks; participate in a learning community; and collect evidence of performance that connects with standards and criteria for pre-service teachers. Through successful completion of student teaching, candidates demonstrate endorsement competencies required for residency teacher certification with an Elementary Education K-8 endorsement. Candidates seeking an approved second endorsement in this course must also demonstrate competencies of the second endorsement. Prerequisites: 1. Pass the WEST-E(s) for the endorsement(s) sought and relevant to the placement 2. Pass all course requirements with 2.0 or higher grade 3. Pass internships leading to student teaching 4. Achieve a 2.5 or higher cumulative GPA 5. Accept school assignment as arranged by Placement Coordinator.
B.A.Ed. with Elementary Education Emphasis Only (90)
Take all Core and Internship / Student Teaching courses listed above, plus the following.
Elementary Education (3)
EDE 400
The purpose of this course is to give future teachers the mathematical background necessary to choose and design mathematics lessons. There is a growing body of research indicating that elementary teachers do not need more mathematical knowledge to teach well; they need a specialized mathematical knowledge. This course is aimed at that specialized knowledge for teaching, with a focus on whole and rational numbers and linear relationships. Candidates will focus on how students learn mathematics.
Undergraduate Electives (20)
Must take courses from approved program list.
B.A.Ed. with Elementary Education & Mathematics Emphasis (101**)
Take all Core and Internship / Student Teaching courses listed above, plus the following.
Mathematics Core Requirements (24)
EML 410
The purpose of this course is to provide the candidate a historical development of mathematical teaching ideas and methods. This course emphasizes the diversity of all individuals involved; the philosophical and sociological perspectives; the development of intellectual mathematical activities; along with the role of content literacy in academic learning at the secondary level. In this course an emphasis will be placed on instructional strategies to assist students' acquisition of mathematics content knowledge effectively through reading, writing, and discussion. Upon successful completion of this course, candidates have content knowledge and beginning instructional strategies to effectively teach mathematics in secondary and middle school settings. Course Entry Requirements: Admission to the Middle Level Mathematics Endorsement or Mathematics Endorsement Program
EML 435
Candidates explore how students have an intuitive understanding of numbers, their magnitude, relations, and how they are affected by operations. It works with the conceptual framework of number information that enables a person to understand numbers and number relations and to solve mathematical problems. Upon successful completion of this course, candidates have content knowledge to effectively teach number sense and theory in secondary and middle school settings.
EML 445
Candidates are introduced to Euclidean and non-Euclidean geometrics. Candidates explore the logical notions of consistency, model interpretation, independence, properties and theorems of geometric systems. Upon successful completion of this course, candidates have content knowledge to effectively teach geometry and measurement in secondary and middle school settings.
EML 455
Candidates learn systems of linear equations, matrices, vectors in R2 and R3, linear independence, bases and dimensions, linear transformations. This course includes introduction to determinants, and eigen-value problems. Upon successful completion of this course, candidates have content knowledge to effectively teach linear algebra in secondary and middle school settings.
EML 465
Candidates learn the concepts of functions and absolute value, open and closed intervals, and solutions of inequalities. The course covers limits, derivatives, definite integrals, techniques of integration and differential equations. Upon successful completion of this course, candidates have content knowledge to effectively teach calculus in secondary and middle school settings.
EML 475
Candidates learn the logic of proofs, combinatorics, graph theory, and topics from recurrences and generating functions, and set theory. Upon successful completion of this course, candidates have content knowledge to effectively teach discrete mathematics concepts in secondary and middle school settings.
EML 485
Candidates learn descriptive statistics including measures of location, spread and central tendency; an introduction to inferential statistics including confidence intervals and hypothesis testing; empirical and theoretical frequency distributions; and, the binomial and normal random variables. Upon successful completion of this course, candidates have content knowledge to effectively teach probability and statistics in secondary and middle school settings.
EML 490
This course covers effective integration of mathematics content, pedagogy and assessment in the secondary and middle school classroom. Upon successful completion of this course, candidates will recognize the relation between the teaching of mathematics and other subject areas.
Internship and Student Teaching (10)
EDU 485
In Student Teaching, candidates seeking a second endorsement with initial certification co-teach with a cooperating teacher for a minimum of 50 days in a school placement conducive to demonstrating the endorsement competencies. During student teaching, candidates exhibit essential dispositions; demonstrate skill in planning, engagement, assessment, and reflection upon student learning; complete performance tasks; participate in a learning community; and collect evidence of performance that connects with standards and criteria for pre-service teachers. Through successful completion of student teaching in the specialized content, candidates qualify for the additional endorsement with residency teacher certification. Prerequisites: 1. Pass the WEST-E(s) for the endorsement(s) sought and relevant to the placement; 2. Pass all course requirements with 2.0 or higher grade; 3. Pass internships leading to student teaching; 4. Achieve a 2.5 or higher cumulative GPA; 5. Accept school assignment as arranged by Placement Coordinator.
B.A.Ed. with Elementary Education and Special Education (95**)
Take all Core and Internship / Student Teaching courses listed above, plus the following.
Special Education Core Requirements (18)
EDE 400
The purpose of this course is to give future teachers the mathematical background necessary to choose and design mathematics lessons. There is a growing body of research indicating that elementary teachers do not need more mathematical knowledge to teach well; they need a specialized mathematical knowledge. This course is aimed at that specialized knowledge for teaching, with a focus on whole and rational numbers and linear relationships. Candidates will focus on how students learn mathematics.
ESP 373
This course is a study of students identified with low-incidence disabilities such as: Developmentally Delayed, Autism Spectrum, Moderate/Severe Mental Retardation, Traumatic Brain Injury (TBI), Orthopedically Impaired, Deaf/Hard of Hearing and Visually Impaired. Components of the course include definitions, family involvement, assessments, instructional methods, procedural, and landmark legal issues in Special Education. Candidates provide appropriate program accommodations for students identified with a low-incidence disability. Prerequisites: Admittance to the Bachelor of Arts in Education program or prior approval of the Program Director or Senior Faculty is required before students begin this course.
ESP 376
The purpose of this course is to provide the candidate opportunities to delineate and define autism spectrum disorders (differences and similarities). The course emphasizes knowledge of autism spectrum disorders with regard to severity and intensity and other characteristics unique to each disorder. Candidates apply information learned in this course to meet the educational aspects of students with Autism Spectrum Disorder (ASD). Prerequisites: Admittance to the Bachelor of Arts in Education program or prior approval of the Program Director or Senior Faculty is required before students begin this course.
ESP 405
This course is an elaboration of the models for analyzing and managing student behavior, including basic types of student behavior, student motivation, prevention strategies, intervention strategies, and behavior change plans of action. In addition, teacher candidates investigate various behavior management strategies considered effective with different areas of exceptionality, including: mental retardation, learning disabilities, behavior and emotional disorders, communication disorders, hearing impairment, visual impairment, physical disability, health impaired, and gifted and talented. All components of the WACs are supported in this course, including the areas of alternative delivery systems and strategies for special education, exceptionality, and student assessment and evaluation requirements.
ESP 408
This course focuses on the necessary foundations, strategies and understanding to successfully perform assessments and evaluations in the classroom for placement and implementation of programs for students receiving special education services. Emphasis is placed on the selection of appropriate assessment and evaluation tools, timelines and the interrelationship between assessment components. Candidates demonstrate selection of appropriate assessment tool and accurately interpret data used in the assessment process for qualification and implementation of individual programs for students receiving special education services.
ESP 409A
Please check back soon for the full description of this course.
Internship and Student Teaching (10)
ESP 465
The purpose of this course is for the teacher candidate to understand the collaborative relationships with other educators in the educational setting, inclusion of family members as part of the team, and working with schools/agencies for successful transitions. Topics include techniques to supervise paraprofessionals, transitions, meeting diversity and multicultural needs. Candidates will be able to facilitate meetings involving all appropriate participants and develop successful transition plans. Prerequisites: Entry to Special Education teacher endorsement program.
ESP 485
In Student Teaching, candidates seeking an Special Education P-12 endorsement co-teach with a cooperating teacher in a school special education placement for a minimum of 50 days to develop and demonstrate capacities to perform the full-time responsibilities of a teacher and to make a positive impact on student learning. During student teaching, candidates exhibit essential dispositions; demonstrate skill in planning, engagement, assessment, and reflection upon student learning; complete performance tasks; participate in a learning community; and collect evidence of performance that connects with standards and criteria for pre-service teachers. Through successful completion of student teaching, candidates demonstrate endorsement competencies required for residency teacher certification with a Special Education P-12 endorsement. Candidates seeking an approved second endorsement in this course must also demonstrate competencies of the second endorsement. Prerequisites: Pass the WEST-E(s) for the endorsement(s) sought and relevant to the placement 2. Pass all course requirements with 2.0 or higher grade 3. Pass internships leading to student teaching 4. Achieve a 2.5 or higher cumulative GPA 5. Accept school assignment as arranged by Placement Coordinator.
B.A.Ed. with Elementary Education and ELL Emphasis (90**)
Take all Core and Internship / Student Teaching courses listed above, plus the following.
English Language Learners Core Requirements (23)
EDE 400
The purpose of this course is to give future teachers the mathematical background necessary to choose and design mathematics lessons. There is a growing body of research indicating that elementary teachers do not need more mathematical knowledge to teach well; they need a specialized mathematical knowledge. This course is aimed at that specialized knowledge for teaching, with a focus on whole and rational numbers and linear relationships. Candidates will focus on how students learn mathematics.
ESL 415
This course examines literacy instructional strategies for English language learners. Topics include reading comprehension, assessment, vocabulary, and writing. Upon completion of this course, candidates have the skills to design and modify literacy instruction of P-12 ELL students.
ESL 421
This course is an introduction to the principles and uses of linguistics as they pertain to the teaching of English Language Learners (ELL) and the process of second language acquisition. Candidates investigate theories of language learning, evaluate language acquisition theories, and review the major factors that affect second language learning. Candidates examine ELL teaching methods and create their own theories about language learning and teaching. The focus is the nature of human language, grammatical aspects of language, psychology of language, and language in society. Candidates examine the theoretical principles, analyze their applicability, and determine how to use them effectively when teaching ELL classes.
ESL 426
This course focuses on how to teach English as a Second Language (ESL) writing. ESL endorsement candidates will review the pedagogical issues in ESL writing instruction, study curriculum and syllabus design, consider how to respond appropriately to student writing, and investigate writing assessment methods.
ESL 431
This course is an introduction to the history of bilingual education, relevant federal education legislation, and court cases which are related to the teaching of English to students whose first language is not English. Legal cases relevant to advocacy for English Language Learners (ELL) and their families are examined.
ESL 434
Through this course students will consider the cross-cultural factors that influence second language learners and investigate what instructional practices and materials are best suited for specific situations. They will also examine topics such as cooperative learning, cross-cultural testing, peer teaching, and methods for integrating content and language.
B.A.Ed. with Elementary Education and Reading Emphasis (91**)
Reading Core Requirements (24)
EDE 400
The purpose of this course is to give future teachers the mathematical background necessary to choose and design mathematics lessons. There is a growing body of research indicating that elementary teachers do not need more mathematical knowledge to teach well; they need a specialized mathematical knowledge. This course is aimed at that specialized knowledge for teaching, with a focus on whole and rational numbers and linear relationships. Candidates will focus on how students learn mathematics.
ERL 413
This course examines strategies for integrating literacy into the content areas. Topics include meta-cognitive strategies for informational and expository text, text features, the use of technology in adolescent literacy instruction, and vocabulary instructional strategies. Upon completion of this course, candidates can effectively teach literacy skills in each of the content areas to adolescent learners using informational, expository, functional, and task-specific texts. Prerequisites: Admission to the CityU Teacher Certification Program dual endorsement program, accessibility to P-12 students and/or classrooms; or valid Washington State initial, residency, continuing, professional teaching certificate or valid National Board Teaching certification; accessibility to P-12 students and/or classrooms.
ERL 414
This course teaches educators to use diagnostic tools to assess reading and writing difficulties for a diversity of students. Based on the results of assessments given, educators will develop interventions to address specific literacy problems. Educators gain an understanding of the role of diagnosis, intervention, and immediate feedback to increase student success in learning. Educators will understand how students become thoughtful, independent readers who understand what they read. At the culmination of this course, educators will create and self-assess a professional portfolio containing work samples and other artifacts.
ERL 417
This course examines fluency and family involvement in children's literacy development. Topics include instructional intervention, motivating reluctant readers, literature circles, welcoming parents as partners, and strategies for word recognition. Upon completion of this course, candidates can effectively modify literacy instruction to meet individual student needs and create meaningful opportunities for family involvement and support of literacy development.
ESP 370A
The purpose of this course is to inform candidates on both inclusion and specialist paradigms in special education, including definitions of disabilities and program delivery. This course emphasizes identification, specific needs of students, service delivery, and legal issues. Practical application of these principles will form the foundation for future special education courses.
ESP 409A
Please check back soon for the full description of this course.
Courses subject to change, speak to an advisor if you have questions.
**Plus 90 credits of Lower-Division Requirements.
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