The College of Education and Human Development offers the undergraduate major in Elementary Education leading to the B.A. in Elementary Education and an Illinois Professional Educator License (PEL) in elementary grades (1-6). Our Elementary Education baccalaureate degree is accredited by the Council for the Accreditation of Educator Preparation (CAEP). Elementary Education majors seeking to enhance their marketability may also pursue subsequent endorsement, see the Teacher Eduction Section of this catalog.
The Elemenary Education program provides two options for candidates. Most students will enroll in Option One to earn an Illinois Professional Educators License (PEL) in the Elementary Grades (1-6). Option One includes a combination of classroom instruction, intensive pre-student teaching field experiences, and a final 15-week semester of supervised, full-time student teaching. However, later in the program, some candidates may select Option Two, a non-licensure track that does not require Illinois licensure or passing the Illinois Licensure Testing System (ILTS) examination. Option Two may be desired by candidates seeking employment in non-public schools or education-related positions in business, industry, healthcare, social services, hospitality, information technology, or sales and marketing. Coursework and fieldwork requirements for both Options are identical with these exceptions for Option Two:
- For Option Two, earning an Illinois Professional Educator Licensure (PEL) is not required to earn the BA in Elementary Education (non-licensure) degree, nor are students required to pass the ILTS exam. Working with their advisor, students may request an additional 12 credit hours of approved Education coursework to replace EMED 4999 Senior Capstone: Student Teaching (12 credit hours), graduating with a non-licensure BA degree in Elementary Education.
- Option Two candidates who have not passed the ILTS exam may, with faculty approval, be permitted to register for and complete student teaching, graduating with a non-licensure BA degree in Elementary Education. These graduates who successfully complete EMED 4999 Senior Capstone: Student Teaching and who subsequently pass the ILTS exam after degree completion will meet with the Director of Educator Preparation to complete an individualized pathway to receive a Professional Educator License.
The Elementary Education BA program’s required General Education courses expand candidates’ knowledge of the subject matter content in elementary school curricula while Professional Education courses provide preparation for teaching and an understanding of child development, learning, assessment, pedagogies, motivation, and classroom management. Professional
Education coursework in the program is consistently based in constructivist educational philosophy emphasizing trauma-responsive and culturally sensitive relational teaching. Professional Education coursework is offered in a primarily face-to-face, daytime program and scheduled predictably, two-three days per week, over a period of four fall/spring semesters, enabling candidates to be employed part- or full-time if they wish until their final student teaching semester.
Program Learning Outcomes
The Elementary Education faculty have adapted the standards of our national accrediting body, the Council for the Accreditation of Educator Preparation (CAEP), as the goals for our program graduates. Our Elementary Education graduates develop and apply these skills, abilities, and pedagogically sound practices:
- Understanding and Addressing Each Child’s Developmental and Learning Needs: Demonstrating 80% or higher competency, candidates will use their understanding of child growth and development, individual differences, and diverse families, cultures, and communities to plan and implement inclusive learning environments, providing each child with equitable access to high quality learning experiences that allow them to meet high standards. They will work collaboratively with families to gain a holistic perspective of children’s strengths and needs and how to motivate their learning.
- Understanding and Applying Content and Curricular Knowledge for Teaching: Demonstrating 80% or higher competency, candidates will demonstrate and apply understandings of major concepts, skills, and evidence-based best practices as they interpret disciplinary curricular standards and related expectations within and across the content areas of literacy, mathematics, science, social studies, creative arts, health, and physical education.
- Assessing, Planning, and Designing Contexts for Learning: Demonstrating 80% or higher competency, candidates will assess students, plan instruction, and design classroom contexts for learning. Candidates will use formative and summative assessments to monitor students’ learning and guide instruction and will plan learning activities to promote a full range of competencies for each student. They will differentiate instructional materials and activities to address all learners’ diversities. Candidates will foster engagement in learning by establishing and maintaining social norms for classrooms and will build interpersonal relationships with students that generate motivation and promote social and emotional development.
- Supporting Each Child’s Learning Using Effective Instruction: Demonstrating 80% or higher competency, candidates will make informed decisions about instruction guided by knowledge of children and assessment of children’s learning that result in the use of a variety of effective instructional practices employing print and appropriate digital resources. Instruction will be delivered using a cohesive sequence of lessons and employing effective instructional practices, including explicit instruction, effective feedback, whole class activities as well as flexible grouping arrangements, and individual instruction to support effective instruction and improved learning for every child.
- Developing as a Professional: Demonstrating 80% or higher competency, candidates will promote the learning and development of every child through the candidates’ participation in reflective self-study, opportunities for problem-focused professional learning, as well as more general involvement in the professional community. Candidates will work independently and collaboratively with families, communities, and other education professionals to help every learner succeed. Candidates will exhibit academic integrity and high ethical standards.
Candidate Handbook
Additional information is available in the Elementary Education BA Program Handbook.
Admission to Teacher Education
After meeting university admission requirements, students must meet the following requirements to become candidates in the Elementary Education program:
- be admitted to Governors State University and be in good academic standing;
- present transcripts showing a cumulative GPA of C (not C-) or better in all undergraduate coursework attempted;
- earn a grade of B- or better in EMED-3321 Effective Teaching for Diverse Students and Effective Teaching Laboratory (4) and EMED-3333 Educational Linguistics (3) taken at Governors State University;
- submit an application for teacher candidacy;
- successfully complete the GovState-approved criminal background check, FERPA, DCFS, and other required trainings prior to initial field experience in the schools, as well as each school district’s local screening and safety protocols, such as but not limited to a physical exam, TB test, interview, fingerprinting, criminal background check, and any additional trainings;
- demonstrate professional dispositions through classroom interactions and/or interviews with faculty/staff;
- receive a positive recommendation from the Elementary Education faculty to continue in the program.
For more information about the GovState approved criminal background check, please contact the Director of Educator Preparation in the Division of Education and Human Development. Consult with an Elementary Education advisor for information concerning related GovState policies and procedures.
Candidate Progress
The Elementary Education faculty monitor and evaluate candidate progress continually. The section entitled “Licensure of Teachers and Other School Professionals” in this catalog provides a general description of the standards used to evaluate candidate progress. A more detailed statement of the standards and processes followed by the Elementary Education faculty is available in the Elementary Education BA Program Candidate Handbook.
Conditional Continuation
The Elementary Education faculty may permit a candidate to continue conditionally. In such cases, faculty review the candidate’s records to identify evidence that the candidate is likely to be successful in the program. Candidates are informed in writing of the conditions necessary for them to be transferred to good standing status. The status of a candidate allowed to continue conditionally is reviewed by the faculty each term. When conditions have been met, the candidate is informed in writing of the transfer to good standing status. Consequences for failing to meet established and agreed upon conditions for continuation may include dismissal from the program. Candidates will not be admitted to student teaching unless they are in good standing status.
Illinois State Board of Education Teacher Licensure Requirements (Option One)
Our nationally CAEP-accredited program is approved by the Illinois State Board of Education (ISBE) for recommendation of the Professional Educator License endorsed in Elementary Grades (K-6) by entitlement. To be recommended for licensure by Governors State University, Option One candidates must:
- complete 49-51 credits of General Education earning the designated GPA;
- complete 71 credits of Professional Education coursework in Elementary Education with a grade of B- or better in every course, including EMED-4999 Senior Capstone: Student Teaching;
- pass, prior to student teaching, the Illinois Licensure Testing System Elementary (K-6) Education Content Test and any other state required examinations.
Admission to Student Teaching (Option One and Option Two)
All General Education and Professional Education coursework as well as the Illinois Licensure Testing System (ILTS) Elementary Education Content Test must be completed before the candidates’ student teaching semester begins. For those candidates who intend to student teach in a content area at the middle-grades level, all middle grades endorsement requirements must also be completed before the student teaching semester, including the ILTS Middle Grades Content Test in the appropriate content area. Note that candidates who elect subsequent endorsement in Bilingual Education or ESL Education must, before the student teaching semester, pass the ILTS Elementary Education Content Test, complete both additional coursework and field experience requirements in bilingual settings (check with an advisor), and pass the appropriate Target Language Proficiency exam or earn the Illinois State or Global Seal of Biliteracy in the target language.
To be admitted to student teaching, candidates must:
- complete the 49-51 credits of General Education requirements with a GPA of C (not C-) or better;
- complete all Professional Education courses with a grade of B- or better;
- document 100 clock hours of pre-student teaching field experiences in conjunction with required professional education courses;
- verify successful completion of the Elementary Education (1-6) Content Test of the Illinois Licensure Testing System (ILTS);
- submit a Student Teaching Application in accordance with the Schedule of Important Dates.
Candidates must verify for the Director of Educator Preparation that each of these requirements has been met by June 1 of the semester preceding fall student teaching and by November 1 of the semester preceding spring student teaching.
Candidates must work with a program advisor in preparing the application for student teaching one year prior to the student teaching experience.
Note: Student teaching is not offered during the summer session.
