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Mansfield University 2020-2021 Undergraduate Catalog [Archived Catalog]
Early Childhood and Elementary Education, Bachelor of Science in Education
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Offered by the Department of History, Education, Philosophy, Political Science, and Sociology
ECEE Program:
Mission, Values, Vision, and Learning Outcomes
Spring 2020
The Teacher Education and Special Education Department offers a Bachelor of Science degree in Early Childhood and Elementary Education (PreK-Grade 4), Professional Studies in English Language Arts, Earth and Space Science, Social Studies, and Math Education (Grades 9-12), and Special Education as a single certification or a dual certification (PreK-12). Students in the teacher education program will make reflective decisions that are grounded in accepted theory, research, and practice that will prepare students to adapt instruction to individual students and to the changing conditions within schools and society. Graduates of the Teacher Education and Special Education department will be prepared and ready to serve the region, the Commonwealth, and the nation as effective educators.
ECEE Program
Mission: The mission of the Bachelor of Science in Education in Early Childhood and Elementary Education is to prepare beginning teachers who will enter their classrooms with passion and vitality, equipped with knowledge, skills, and dispositions that will impact student achievement positively and with the ability to make sound decisions that will enhance their students’ well-being and enrich their own lives.
Values: The Early Childhood and Elementary Education undergraduate teacher education program at Mansfield University advance the theme, “Teacher as Reflective Decision Maker.” They derive from a knowledge based on the conceptual framework based on Danielson’s Four Domains of Effective Teaching: Planning and Preparation, The Classroom Environment, Instruction, and Professional Responsibilities. Candidates are prepared to teach in accordance with the professional standards of the Pennsylvania Department of Education (PDE), National Association for the Education of Young Children (NAEYC), and the Council for Exceptional Children (CEC).
In addition, the Early Childhood and Elementary Education Program places an emphasis on the following:
- We will promote character. Our faculty and students will exemplify the highest standards of ethical behavior, incorporating respect for self, others, and our surroundings. We will devote ourselves to the holistic development of individuals, fostering personal accountability, honesty, and advocacy through character education.Courage, integrity, and honor exemplify our core values. As the art of teaching demands honesty and integrity, so too will we expect our department to promote and encourage these values in all we do.
- We will foster scholarship. We will model a life of intellectual curiosity, celebrating the creation and dissemination of new ideas in education and the concentration areas. We will embrace the use of rigorous, responsible, and critical inquiry to understand, acquire, and share knowledge. We apply what we learn by recognizing that each of us is both student and teacher engaged in the continuous pursuit of learning. We will therefore maintain a faculty dedicated to the highest standards in teaching, content knowledge, and scholarship.
- We will enhance culture. We will serve and lead the region and beyond in promoting global diversity and cultural awareness. We will accomplish this mission by working collaboratively across disciplines. Through open discourse, we will create meaningful experiences that compel us towards deeper understanding on the inter-connectedness of the disciplines.
- We will advocate service. Knowledge invests us with the power and responsibility to improve our world, and to act as advocates and agents of positive change. We will be engaged with our community. Our students, faculty, and staff will partake in volunteerism and service activities as a natural outgrowth of the University mission in order to impact lives now and in the future. We encourage and actively promote on our campus and surrounding community an awareness of the importance of the role of teaching and the disciplines in the enrichment of the human spirit and knowledge of the influences that affect the world.
Vision: Mansfield University with an Early Childhood and Elementary Education degree will recognize that initial certification provides the credentials and experience to begin teaching and that they will continue to seek opportunities for professional growth, including content expertise, knowledge of children, a growing awareness of global influences and opportunities, and a commitment to keeping their teaching dynamic, passionate, and effective.
The program features relevant experiences throughout the program in a variety of settings, culminating in student teaching. Students also complete an extended pre-student teaching school experience. Graduates of the concentration may pursue teaching or director positions in early childhood preschools and teaching positions in elementary schools from preschool through grade four.
Program Outcomes (SLOs):
A student completing the BSEd in Early Childhood and Elementary Education will be able to:
- Program SLO 1: demonstrate an understanding of child development, family systems, and professional collaborations;
- Program SLO 2: design, implement, and evaluate productive learning experiences that promote positive development and learning for PreK-4 students;
- Program SLO 3: effectively use various systematic assessment processes and strategies for the early childhood/elementary classroom setting;
- Program SLO 4: make appropriate accommodations and adaptations for students with disabilities and ELL students in an inclusive setting;
- Program SLO 5: display ethically responsible dispositions in accordance with Pennsylvania’s Code of Professional Practice and Conduct for Educators, the NAEYC Code of Ethical Conduct, and the Mansfield University Dispositions Policy
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Early Childhood and Elementary Education Concentration
Candidates for teaching certification in Pennsylvania must meet state requirements described in Chapter 354 regulations. A description of requirements, policies, and procedures for teacher certification can be found in the catalog section entitled, “University Policies.”
The Early Childhood and Elementary Education concentration leads to recommendation to the Commonwealth of Pennsylvania for Early Childhood teaching certification Pre-K-4 beginning with candidates who earn Pennsylvania teaching certification in August 2013 and beyond. The curriculum is based on the early childhood standards of the professional organization National Association for Education of Young Children (NAEYC) and early childhood competencies Pre-K-4 developed by PDE.
The Early Childhood and Elementary Education concentration features a foundation in child development and learning, extensive preparation in content subject matter and teaching methodology, and uses of observation and student assessment to guide instructional decision-making. Additional emphases include establishing cooperative relationships with families and community resources and developing the important knowledge, skills, and dispositions that are required of early childhood and elementary education professionals. The curriculum prepares graduates to meet the learning needs of all students and to be successful in diverse modern classrooms. Students also learn to adapt and plan instruction that is based on developmentally appropriate practices and to make effective uses of technology to aid teaching and learning.
The Early Childhood and Elementary Education Concentration features school experiences throughout all four years and in a wide variety of classroom settings, culminating in student teaching. Graduates of the concentration may pursue teaching or director positions in early childhood preschools and teaching positions in elementary schools from preschool through grade four.
Program Student Learning Outcomes*:
1. Developmental Approach to Curriculum Planning
Candidates will demonstrate an understanding of the needs, characteristics, and influences that contribute to the developmental needs of young children in the following areas: social, emotional, physical, language and cognition.
2. Relationships/Collaboration
Candidates will demonstrate the ability to support family relationships and to involve family and community in the child’s development.
3. Assessment
Candidates will demonstrate appropriate uses of assessment by identifying goals, benefits, and partnerships and use assessment results to evaluate student learning and to guide program improvement.
4. Instructional Planning and Implementation
Candidates will demonstrate the ability to develop and implement curriculum goals by planning and using developmentally, culturally, and linguistically appropriate instructional practices.
5. Professional and Ethical Leadership Practice
Candidates will demonstrate and understand an application of ethical and professional behaviors. Candidates will demonstrate leadership, advocacy, decision-making and management abilities.
6. NAEYC/CEC Knowledge of Education and Special Education Foundations
Candidates will demonstrate knowledge of evidence based principles and theories in Education and Special Education (foundations, laws and policy, historical influences, diversity issues, prevention and early intervention).
7. NAEYC/CEC Adapting Instruction Base on Student Cognitive and Development Levels
Candidates will demonstrate knowledge of cognition and development of students with disabilities and to adapt instruction to address individual strengths and needs.
8.** Using Measurement Principles in Special Education
Candidates will demonstrate knowledge and skills in identifying, administering, interpreting and planning instruction based on assessment methods, guided by the legal policies and ethical principles of measurement and assessment used for special education.
9.** Differentiated Instructional Planning
Candidates will demonstrate knowledge and skills in specially designed instruction in academic and nonacademic areas for all service settings through the use of differentiated instruction.
10. NAEYC/CEC Attention to Student Environmental Needs
Candidates will demonstrate knowledge and skills to create a safe and healthful indoor and outdoor environment, which fosters an appreciation of diversity, promotion of emotional well being, and encouragement of positive social interactions.
*These outcomes are based on national standards from the Council for Exceptional Children and the National Association for the Education of Young Children.
** These outcomes only apply to students who are seeking special education certification.
Program Requirements: Early Childhood and Elementary Education (B.S.Ed.): 120 s.h.
To fulfill requirements for Early Childhood/Elementary Education B.S.Ed., the following courses must be taken from the General Education offerings:
- PSY 1101 - INTRODUCTION TO GENERAL PSYCHOLOGY
- SOC 2232 - AMERICAN FAMILY SYSTEMS
• English Literature (3 credit hours)
• Foreign Language (six credit hours). Students are required to take two consecutive foreign language courses of the same language. The second course must be at a higher level.
• Mathematics (3 credit hours)
• See also the catalog section entitled “University Policies” for Chapter 354 Gate requirements.
After Gate One Eligibility Met
Extended Field Experience Courses
Early Childhood and Elementary Education with Second Certification in Special Education Concentration
Candidates for teaching certification in Pennsylvania must meet state requirements described in Chapter 354 regulations. A description of requirements, policies, and procedures for teacher certification can be found in the catalog section entitled, “University Policies.”
The Early Childhood and Elementary Education with Second Certification in Special Education Concentration prepares students to work with children with exceptional needs. The concentration features all of the courses and experiences of the Early Childhood and Elementary Education Concentration but requires an additional 15 credits of coursework in Special Education and additional field experiences focusing on the special education.
A concentration in Special Education prepares students to work with exceptional individuals through a variety of teaching methods and practicum experiences. Students who complete the requirements for certification in special education receive a Bachelor of Science in Education degree and a Pennsylvania Instructional I teaching certificate. This certificate allows students to teach children in grades Pre-K-8 with exceptionalities in the areas of mental retardation, emotional disturbance, autism, physical disability and brain injury. This is a second certification which will be in addition to their primary certification in Early Childhood and Elementary Education (Pre-K-4). Many graduates of the certification program also pursue graduate studies after obtaining their undergraduate degree.
Student Learning Outcomes*:
1. Developmental Approach to Curriculum Planning
Candidates will demonstrate an understanding of the needs, characteristics, and influences that contribute to the developmental needs of young children in the following areas: social, emotional, physical, language and cognition.
2. Relationships/Collaboration
Candidates will demonstrate the ability to support family relationships and to involve family and community in the child’s development.
3. Assessment
Candidates will demonstrate appropriate uses of assessment by identifying goals, benefits, and partnerships and use assessment results to evaluate student learning and to guide program improvement.
4. Instructional Planning and Implementation
Candidates will demonstrate the ability to develop and implement curriculum goals by planning and using developmentally, culturally and linguistically appropriate instructional practices.
5. Professional and Ethical Leadership Practice
Candidates will demonstrate and understand an application of ethical and professional behaviors. Candidates will demonstrate leadership, advocacy, decision making and management abilities.
6. Knowledge of Education and Special Education Foundations
Candidates will demonstrate knowledge of evidence based principles and theories in Education and Special Education (foundations, laws and policy, historical influences, diversity issues, prevention and early intervention).
7. Adapting Instruction Based on Student Cognitive and Developmental Levels
Candidates will demonstrate knowledge of cognition and development of students with disabilities and to adapt instruction to address individual strengths and needs.
8 Using Measurement Principles in Special Education
Candidates will demonstrate knowledge and skills in identifying, administering, interpreting and planning instruction based on assessment methods, guided by the legal policies and ethical principles of measurement and assessment used for special education.
9. Differentiated Instructional Planning
Candidates will demonstrate knowledge and skills in specially designed instruction in academic and nonacademic areas for all service settings through the use of differentiated instruction.
10. Attention to Student Environmental Needs
Candidates will demonstrate knowledge and skills to create a safe and healthful indoor and outdoor environment, which fosters an appreciation of diversity, promotion of emotional wellbeing, and encouragement of positive social interactions.
*These outcomes are based on national standards from the Council for Exceptional Children and the National Association for the Education of Young Children. Program Requirements: Early Childhood and Elementary Education (B.S.Ed.): 120 s.h. (with Added Certification in Special Education
To fulfill requirements for the Early Childhood/Elementary Education B.S.Ed., the following courses must be taken from the General Education offerings:
- PSY 1101 - INTRODUCTION TO GENERAL PSYCHOLOGY
- SOC 2232 - AMERICAN FAMILY SYSTEMS
• English Literature (3 credit hours)
• Foreign Language (6 credit hours): Students are required to take two consecutive foreign language courses of the same language. The second course must be at a higher level.
• Mathematics (3 credit hours)
• See also the catalog section entitled “University Policies” for Chapter 354 Gate requirements.
After Gate One Eligibility Met
Extended Field Experience Courses
Special Education Second Certification
Total Credit Hours: 75 (plus Special Education courses)
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