Faculty:

• Daniel Casebeer, Ph.D.
• Kathleen Harris, Ph.D.
• Denise L. Knedeisen, M.A. CCC-SLP
• Teresa Vasinko, D. Ed.

For teaching certification requirements and learning objectives go to “Education - Teaching Certification ”.

The Seton Hill University elementary education: (pre K to grade 4) with special education (pre K to grade 8) major is dedicated to preparing undergraduate teacher candidates with appropriate training and specialized skills to support children’s development and learning during the critical early years and professional knowledge, skills, and experience needed to become highly effective parent-infant educators, special education educators, child care workers, or kindergarten through grade 4 teachers. They will use this knowledge to effectively design appropriate teaching and assessment techniques to address the instructional needs of their students.

Learning Objectives: Elementary Education (Pre K to Grade 4) with Special Education (Pre K to Grade 8)

1. Apply child development theory (both typical and atypical) to individualize teaching strategies that match children’s ways of learning.
2. Develop classroom management strategies that support the development of key social, emotional, and behavioral skills.
3. Develop and implement effective teaching strategies in support of children’s language and literacy development.
4. Communicate and work effectively with support staff, volunteers, and professionals.
5. Develop appropriate assessment procedures to conduct, diagnose, observe, evaluate, monitor, and report development of children.
6. Utilize developmentally appropriate practice in the creation of materials, activities, and strategies across the curriculum.
7. Design appropriate learning environments using play, themes, and projects to enhance development in cognitive, language, physical, social, emotional, behavioral and aesthetic areas.
8. Engage in ongoing professional self-reflection.
9. Apply a professional code of ethics to all aspects of the profession.
10. Apply theory and research from professional literature in teaching practice.
11. Integrate and evaluate technologies to support learning.
12. Utilize Universal Design for Learning theory and practice to design curriculum that increases flexibility and decreases barriers to learning.
13. Communicate and collaborate effectively with parents, families, and other adults from a variety of cultural, linguistic and socio-economic backgrounds.
14. Incorporate community resources as a part of developmentally appropriate practice.
15. Implement differentiated instructional strategies to meet the needs of diverse learners.

All candidates for the Bachelor of Arts degree in elementary education (pre K to grade 4) with special education (pre K to grade 8) must complete the Liberal Arts Curriculum requirements, the capstone assessment requirement, and the required courses for the major. In addition, all candidates must obtain the following clearances on a yearly basis beginning in the first semester of freshman year: Act 33 Child Abuse, Act 34 Criminal Record check, ACT 114 FBI Federal Criminal History Record, and PDE-6004 (Arrest or Conviction Report and Certification Form).

The capstone assessment includes the successful completion of state-required practicum hours/competencies, a professional resume, a showcase portfolio that includes a personal early childhood education philosophy and selected early childhood education and special education class assessments based on the five National Association for the Education of Young Children standards and a gallery poster presentation for faculty of how students have integrated the University learning objectives, including the spiritual values of Saint Elizabeth Ann Seton, with their professional identity as early childhood teachers.

Per the Pennsylvania School Code, revised June 30, 2011, post-baccalaureate students (other than undergraduate education majors) who are seeking teacher certification are not required to have six credits in mathematics and six credits in English. Candidates who began their teacher preparation program as an undergraduate prior to August 1, 2015 and are now completing the program at the post-baccalaureate level must take and pass the Basic Skills Assessment prior to being granted certification.

A minimum of 120 credits is required.