Elementary Education

Requirements & Courses

In addition to completing appropriate coursework in the Education Department and in the majors and minors, students must meet Alma College graduation requirements and demonstrate personal characteristics suitable for entering the teaching profession.

Michigan Elementary Provisional Certification Requirements

This certificate permits teaching in grades K-5 all subjects and K-8 self-contained classroom, and, if desired, 6-8 in a content area minor or major.

Elementary Education majors may complete certification requirements for Option 1: Core Subject OR Option 2: Comprehensive Major. Students may elect to add an endorsement from either Option in addition to completing Option 1 or Option 2.

Option 1: Core Subject must include all of the following:

  • Elementary Education Major — 60 credits of required EDC courses including 36 credits of Professional Sequence courses and 24 credits of Elementary Education Content and Pedagogy courses (see above). A 2.5 GPA is required for the Elementary Education certification major and no course for certification may be taken Pass/Fail, except for 1 credit classes, or be graded below a 2.0 (C).
  • Either a Teaching Major or two Teaching Minors selected from the following (as programs are approved by the Michigan Department of Education — check with EDC Department):
    • Social Studies Group Major.
    • Integrated Science Group Major or Group Minor.
    • Language Arts Group Major or Group Minor.
    • Elementary Mathematics Minor (Major in development).
  • A 2.5 GPA is required for each certification major and/or minor and no course required for certification may be taken Pass/Fail or be graded below a 2.0 (C).
  • As Cognates, a Planned Program of Elementary Education Content courses which must include the following:
    • MTH 202 (4 cr).
    • HUM 100 (4 cr).
    • HST 104, 121 or 254 (American History, 4 cr).
    • IPH 271a (2 cr).
    • BIO 101 (4 cr).
  • The Planned program must also include:
    • PSC 101 (4 cr) for non-Integrated Science majors/minors.
    • HST 206 (4 cr) for non-Social Studies majors.
    • ENG 225 (4 cr) for non-Language Arts majors/minors.

No cognate course required for certification may be taken Pass/Fail or be graded below a 2.0 (C).

An overall GPA of 2.75 is required for Alma College to recommend a student for certification.

The Michigan Test for Teacher Certification (MTTC) Test in Elementary Education (passing score required). Note: Elementary candidates must pass State tests in their subject area majors and/or minors to be certified in these subjects.

Students must provide proof of valid CPR and First Aid cards as required by the Michigan Department of Education.

  • Elementary Education Major Requirements

    The Michigan Department of Education (MDE) has approved the two program options for elementary education now offered at Alma College. The elementary education program listed here is for all students entering in Fall 2010 and later. To be recommended the candidate must complete 60 credits of EDC courses, consisting of 36 credits of professional sequence courses and 24 credits of Elementary Education Content and Pedagogy courses.

    1. 36 credits of Professional Sequence in the following required courses:
      1. EDC 100 (2 cr), 120 (2 cr).
      2. EDC 203 (1 cr) with 230 (3 cr); EDC 240 (4 cr).
      3. EDC 301 (1 cr) with 311 (1 cr).
      4. EDC 302 (1 cr) with 312 (1 cr).
      5. EDC 370 (2 cr), 373 (3 cr), 400 (2 cr).
      6. EDC 430 (3 cr) with 490e/491e (10 cr).
    2. 24 credits of Elementary Education Content and Pedagogy in the following required courses:
      1. EDC 160 (4 cr); 262 (4 cr).
      2. EDC 360 (3 cr) with 362 (3 cr).
      3. EDC 361 (3 cr) with 363 (3 cr).
      4. EDC 460 (4 cr).
  • Elementary Education Minor in mathematics (see MTH Department course listings)

Courses

  • EDC
    100
    .
    Educational Foundations I: Introduction to Diverse Learners
    2 credits
    Part of the Level One introductory sequence of course for the Elementary Education major and certification program. Students consider the diversity of learning styles, aptitudes, interests, intelligences and diverse learner backgrounds. Begin to consider the role and responsibilities of classroom teachers towards all learners. Required for elementary certification.
  • EDC
    120
    .
    Educational Foundations II: Teaching in Context
    2 credits
    Introduction to perspectives on teaching. Historical, philosophical, sociological and comparative frameworks and models of teaching, including learning environments and teaching approaches. Examination of multiple purposes and goals of schooling; ethical and professional responsibilities of teachers to multiple stakeholders. Required for elementary certification.
  • EDC
    160
    .
    Children’s Literature
    4 credits
    Introduction to a body of literature written for children and how it may be used across the curriculum; the interactions between readers, texts and contexts; and critical issues in the selection and use of children’s literature. Students explore, read and respond to children’s literature in a variety of ways that include preparing collections of literary works and activities for use with children. Required for elementary certification.
  • EDC
    203
    .
    Child Development and Education — Field
    1 credit
    EDC 230 concurrently; Sophomore Standing
    Introduction to the professional roles and responsibilities of teaching all children. Students are placed in a �home� classroom and work closely with the teacher to observe, assist, and work with students, applying psychology principles and learning theories. Students visit several classes to better understand a variety of developmental levels, individual learner differences and teacher approaches. Required for elementary and secondary certification.
  • EDC
    230
    .
    Child Development and Education
    3 credits
    EDC 203 concurrently; Sophomore Standing
    An overview of psychological theories and research applied to classroom learning. Includes study of concepts in human development — cognitive, affective, physical, emotional, moral and social; study of learning, motivation and assessment; developmentally appropriate practice; an overview of processes of human development in childhood and adolescence with a focus on socialization and education; and study of the influences of family, community and culture on education. Required for elementary and secondary certification.
  • EDC
    240
    .
    Learning Environments and Reflective Teaching
    4 credits
    Sophomore Standing
    Examination of characteristics of productive classroom learning environments. Analysis of cases of teaching and learning; evaluation of instructional strategies and activities, technologies, and resources that enhance learning for all students; planning for classroom management. Includes peer teaching. Required for elementary and secondary certification.
  • EDC
    262
    .
    Mathematical Thinking and Learning
    4 credits
    Sophomore Standing
    Investigate particular teaching and learning strategies that may help or hinder different students’ learning of mathematics. Focus on interpreting children’s mathematical work and examine central questions in mathematics teaching. Develop familiarity with available resources and begin the development of skills and attitudes to learn from teaching and other opportunities. Required for elementary certification.
  • EDC
    *
    301
    .
    Teaching Elementary Science and Social Studies — Field
    1 credit
    EDC 311, 361, and 363 concurrently; TEP
    Classroom observation and participation in teaching science and social studies. Includes 40 hours of classroom placement. Pass/fail only. Required for elementary certification.
  • EDC
    *
    302
    .
    Teaching Elementary Language Arts and Mathematics — Field
    1 credit
    EDC 312, 360, and 362 concurrently; TEP
    Classroom observation and participation in teaching reading, language arts and mathematics. Includes 40 hours of classroom placement. Pass/fail only. Required for elementary certification.
  • EDC
    *
    311
    .
    Topics Seminar A
    1 credit
    Elementary: EDC 301, 361, and 363 concurrently; TEP; Secondary: EDC 303 concurrently, except K-12 ART majors; TEP
    Introduction to issues and topics in instructional planning, teaching and assessment. For example: national, state and disciplinary policies, standards and resources for planning, implementing and differentiating instruction; teaching methodologies and strategies; content literacy; current topics in education. Required for elementary and secondary certification.
  • EDC
    *
    312
    .
    Topics Seminar B
    1 credit
    Elementary: EDC 302, 360, and 362 concurrently; TEP
    Introduction to issues and topics in instructional planning, teaching and assessment. For example: national, state and disciplinary policies, standards and resources for planning, implementing and differentiating instruction; teaching methodologies and strategies; content literacy; current topics in education. Required for elementary and secondary certification.
  • EDC
    *
    360
    .
    Teaching Elementary Reading and Language Arts
    3 credits
    EDC 302, 312, and 362 concurrently; TEP
    Examination of reading and language arts methods. Survey of developmental reading including phonemic awareness, phonics, word recognition, fluency, vocabulary development and comprehension. Use of assessment to inform instruction, classroom organization and management of the reading program, and methods of teaching language arts, including their interrelationships with reading. Required for elementary certification.
  • EDC
    *
    362
    .
    Teaching Elementary Mathematics
    3 credits
    MTH 202 and EDC 262; EDC 302, 312 and 360 concurrently; TEP
    Builds on EDC 262 and focuses on four areas: 1) teaching mathematics — represent the subject validly, teach for understanding, seek relevance and authenticity, promote independent learning; 2) working with students as individuals — adapt the curriculum employ multiple strategies, motivate and engage, assess and adjust, include, accommodate, and differentiate; 3) organizing a class — promote shared values, pursue equity and inclusion, organize democratic inquiry, structure participation, organize activity; and 4) professionalism and reflective learning — forge a teaching philosophy, teach responsibly, teach inquisitively, understanding the social contexts of mathematics education. Required for elementary certification.
  • EDC
    *
    363
    .
    Teaching Elementary Social Studies
    3 credits
    EDC 301, 311, and 361 concurrently; TEP
    Examination of methods and materials in elementary social studies education. Analysis of historical development of social studies curriculum, different perspectives and approaches; children’s developing understanding of concepts in history, geography, civics and economics; planning, teaching and assessing for social studies learning. Required for elementary certification.
  • EDC
    *
    370
    .
    Instructional and Assistive Technology
    2 credits
    Prerequisite modules completed; TEP
    Builds on basic skills and knowledge demonstrated through successful completion of Technology Modules so that students are well prepared to use technology effectively and appropriately for multiple purposes in their teaching. Acquire skill in the use of technological tools, operations, and concepts to enhance learning and assessment, productivity, communication, and professional development. Study the ethical, legal, physical, and psychological issues and principles of technology use in schools. Utilize technology for curriculum planning and for instruction, including online learning experiences. Learn to use assistive technologies to enhance the learning of all children in ways that best meet individual needs. Required for elementary and secondary certification.
  • EDC
    *
    373
    .
    Special Education for Classroom Teachers
    3 credits
    TEP
    Introduction to the teaching of exceptional students. Review of historical and legal issues in special education. Study the characteristics of exceptional learners, birth through adolescence. Examination of materials and methodology appropriate for instructing exceptional learners in inclusive classrooms. Includes eight-hour practicum. Required for elementary and secondary certification.
  • EDC
    *
    400
    .
    Educational Foundations III: Issues and Contexts
    2 credits
    EDC 100 and 120; TEP; Junior or Senior Standing
    Research into current topics and perennially important issues in education. Required for elementary certification.
  • EDC
    *
    430
    .
    Student Teaching Seminar
    3 credits
    EDC 490e and 491e, or 490s and 491s concurrently; TEP and ST
    Reflection on student teaching and professional issues. Classroom inquiry and analysis; self-reflection and professional development plans; representation in portfolio, web and interviews; legal and ethical issues. Required for elementary and secondary certification.
  • EDC
    *
    460
    .
    Teaching the Struggling Reader
    4 credits
    EDC 302 and 360; TEP
    Survey of theory and methods associated with reading instruction for struggling readers. Emphasis placed on assessment of reading strengths and needs as well as specific strategies for reading improvement. Includes supervised instruction. Required for elementary certification.
  • EDC
    *
    490e/*491e
    .
    Directed Teaching
    5 credits each
    Approval by TEC; Senior or Post-Graduate Standing
    Teaching under the direction of a cooperating teacher in K-12 schools. Concurrent enrollment in Education 348 and 445, or 440 is usual — old programs. With Department’s permission, graduates may enroll for 490e or s only. Applications must be filed by November 15 of the year prior to directed teaching. Pass/fail only. Required for certification.