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Elementary Education

Bachelor of Science

If you have a passion for helping children learn, KU’s elementary education degree may be an ideal option for you. Elementary education teachers cover core topics including math, social studies, reading, language arts, science, and history. Grade levels for elementary education typically range from kindergarten to eighth grade, depending on the school or school district.

This is a growing field and the demand is strong. The average annual income for an elementary school teacher is $55,490, and the U.S. Bureau of Labor Statistics projects steady growth in employment for these teachers. Earning a bachelor’s degree in elementary education, a minimum requirement to become a teacher, qualifies students for a state-issued teaching licensure. Certification is transferable to other states via interstate agreements.

Throughout this program you will be trained in content knowledge, instructional and assessment strategies and classroom management. The KU program uniquely includes a professional semester during which teacher candidates spend extended meaningful time in an elementary classroom teaching and working with a mentor teacher. This experience precedes student teaching.

While an elementary education degree prepares you for classroom teaching, it also can qualify you for other interesting roles such as individual tutoring, preschool director or a  school administration position. Communication skills you’ll learn also can prepare you to present material in alternative ways that meet special education student needs.

KU’s Department of Elementary Education offers programs leading to the Bachelor of Science in Education degree in Elementary Education with Early Childhood Pre-K-4 and Grades 4-8.

The graduate programs offered include a Master of Education degree in reading.

Sample Career Options

  • Teaching English
  • Teaching math
  • Teaching science
  • Teaching social studies
  • Teaching art, music and physical education
  • Creating instructional units
  • Implementing classroom technology
  • Building classroom communities
  • Classroom ethics and law
  • Assisting learners with special needs
  • Creating assessments and evaluations
  • Integrating curriculum

Student Learning Outcomes

  • Teacher Certification Programs (BSEd) (includes Elementary Education, Secondary Education and Special Education programs)

    All initial teacher certification programs use the ten InTASC standards (required by CAEP accreditation) as their Student Learning Outcomes (SLOs). The ten InTASC standards are organized in 4 domains (The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility).

    1. Learner Development - The teacher candidate will understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
    2. Learning Differences - The teacher candidate will be able to use understandings of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
    3. Learning Environments - The teacher candidate will be able to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
    4. Content Knowledge - The teacher candidate will be able to understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
    5. Application of Content - The teacher candidate will be able to understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
    6. Assessment - The teacher candidate will be able to understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate's and learner's decision making.
    7. Planning for Instruction - The teacher candidate will be able to plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
    8. Instructional Strategies - The teacher candidate will be able to understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
    9. Professional Learning and Ethical Practice - The teacher candidate will be able to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
    10. Leadership and Collaboration - The teacher candidate will be able to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

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