Elementary Education K-9 (B.S.Ed.)

Degree Type
Degree/Major
Area of Interest
Education
Degree Level
Undergraduate
College
College of Education, Engineering, Letters, and Sciences
FourYearPlan

Viterbo’s education program has a rich history of training teachers to become ethical leaders and exceptional educators. Viterbo elementary education majors log over 100 hours of field experience prior to student teaching and receive extensive training in their content area, teaching theory, and teaching practice. Viterbo’s education faculty are caring and approachable and have extensive experience in the classroom.

Policy
  • See the School of Education Web page for teacher education policy.

 

Learning Outcomes

Developed by the Interstate Teacher Assessment and Support Consortium (InTASC) and adopted by Wisconsin Department of Public Instruction (DPI)

  • LEARNER DEVELOPMENT – The teacher understands 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 the teacher designs and implements developmentally appropriate and challenging learning experiences.
  • LEARNING DIFFERENCES – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • LEARNING ENVIRONMENTS – The teacher works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
  • CONTENT KNOWLEDGE – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  • APPLICATION OF CONTENT – The teacher understands 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.
  • ASSESSMENT – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  • PLANNING FOR INSTRUCTION – The teacher plans 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.
  • INSTRUCTIONAL STRATEGIES – The teacher understands and uses 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.
  • PROFESSIONAL LEARNING AND ETHICAL PRACTICE – The teacher engages in ongoing professional learning, uses 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.
  • LEADERSHIP AND COLLABORATION – The teacher seeks 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.
  • VITERBO STANDARD – The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Viterbo University teacher education conceptual framework.
    Complete one Franciscan Values and Traditions course (VUSM-100 level course). Transfer or re-entry students may have one or two mission seminars waived based on the number of transfer or completed credits.
    Complete one Living in a Diverse World course. Transfer or re-entry students may have one or two mission seminars waived based on the number of transfer or completed credits.
    Complete one Serving the Common Good course.
    Complete one The Ethical Life course (VUSM-400 level).
    Complete three credits of historical analysis.
    Complete three credits of literary analysis.
    Complete four credits of scientific reasoning in the natural sciences.
    Complete three credits of scientific reasoning in the social sciences.
    Complete three credits of artistic engagement.
    Complete three credits of theological inquiry.
    Complete three credits of integrating faith and practice.
    Complete three credits of philosophical and moral inquiry.
    Complete 11 credits of natural science and/or mathematics. (Courses that qualify for Scientific Reasoning in the Natural Sciences or Quantitative Literacy credit within the LIVE program may also count toward the total.)
    Complete a minimum of 40 upper division credits (300/400).
    Complete a minimum of 120 college-level credits.

Elementary Education (transfer agreement) Major (Bachelor of Science in Education)

The Associate of Applied Science (A.A.S.) degree in the Foundations of Teacher Education program must have been earned after May 2008 for Western Technical College (WTC) graduates. Students may not begin these specifically-articulated transfer programs or be considered a student in these programs until the A.A.S. degree has been completed and documented on the technical college transcript. A student who did not complete the A.A.S. degree could instead complete the requirements of the general major, and any completed courses of the A.A.S. would count toward the major, but in order to come into this articulated transfer agreement program, the A.A.S. must be completed prior to transfer to Viterbo. The student cannot be dually enrolled.  

  • Core curriculum and mission seminars (32-52 credits) – see core curriculum section of catalog . Education majors are required to take specific general education courses to satisfy DPI licensure requirements. Students may take any course fulfilling the core curriculum requirement categories, with the exception of specific courses in the following categories: historical analysis – HIST 111 or 112; scientific reasoning in the natural sciences – BIOL 100 or 160 or 161 or 203 and PHYS 102; integrating faith and practice – RLST 433.
  • Major requirements (36 credits) – EDUC 302, 308, 311, 323, 355, 403, 405, 407, 413, 441 or 442 or 443, 482, 483
  • Certifiable minor (9-41 credits) – certifiable minors for elementary/middle education majors are available in early childhood education, English/language arts, history, mathematics, science, Spanish, and special education. Methods and student teaching in the minor are incorporated into the teaching major program.
  • Bachelor of Science requirement – a minimum of 11 credits of natural science and/or mathematics
  • Final degree requirements – a minimum of 120 college level credits, minimum of 40 credits at the 300/400 level

Transfer courses and waivers and/or substitutions could modify the required credit total in the core curriculum and major.