Elementary Education Certification Recommendation, BS
Rochester University is authorized by the Michigan Department of Education (MDE) to recommend teacher candidates to the state for certification. SUBJECT TO MDE APPROVAL, candidates for certification at the elementary level may choose to certify in lower elementary (PK - Grade 3), upper elementary (Grades 3 - 6), or both. Learning Disabilities may be added as an additional major (Grades K - 12). English as a Second Language (ESL, Grades K - 12) may be added as an additional endorsement.
Graduates who receive elementary certification may teach all subject areas in grades PK - Grade 3 and/or grades 3 - 6. To be as marketable as possible, elementary candidates are advised to seek both lower and upper elementary grade band programs.
Since the process of becoming a teacher includes both a baccalaureate degree and professional certification, students must declare their intent as early as possible in order to plan with an education adviser. The advising process is a critical aspect of teacher preparation; for example, some courses meet both general education and teacher education requirements at the same time. Education advisers work with each student to plan appropriate progress toward the completion of requirements of the teacher education program.
Post-baccalaureate students seeking initial certification must meet all of the MDE’s Standards, Rules, and Guidelines for the standard teaching certificate. Students must complete the university's "Calling" requirement, the appropriate grade band courses, and all coursework and field experiences in the professional studies component.
Educator Preparation Program - Program Learning Outcomes (PLO)
The Program Learning Outcomes for the Rochester University Educator Preparation Program (RU-EPP) are based on the 2022 Council for Accreditation of Educator Preparation (CAEP) standards. The following learning outcomes are linked to evidence throughout this program. After completing program requirements, the RU-EPP graduates will be able to:
THE LEARNER AND LEARNING (CAEP R1.1)
Apply knowledge of learner development and learning differences to create safe and supportive learning environments in order to work effectively with diverse P-12 students and their families.
CONTENT (CAEP R1.2)
Demonstrate knowledge of central concepts of their content areas and apply the content to develop equitable and inclusive learning experiences for diverse P-12 students.
INSTRUCTIONAL PRACTICE (CAEP R1.3)
Assess, plan for instruction, and utilize a variety of instructional strategies to provide equitable and inclusive learning environments for diverse P-12 students. Graduates will be able to model and apply the International Society for Technology in Education (ISTE) standards to engage and improve learning for all students.
PROFESSIONAL RESPONSIBILITIES (CAEP R1.4)
Engage in professional learning, act ethically, take responsibility for student learning, and collaborate with others to work effectively with diverse P-12 students and their families.
After completing this program, students will be proficient in:
Standard #1: 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 designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: 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.
Standard #3: 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.
Standard #4: 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 the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: 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.
Standard #6: 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.
Standard #7: 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.
Standard #8: 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.
Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and 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.
Standard #10: 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.
Admission to the Educator Preparation Program
All students seeking a Michigan standard teaching certificate must apply for and be admitted to the Educator Preparation Program. The following must be documented at the time of application for admission:
- Completion of 30 hours with no grade below a “C” in the major, minor, and professional studies.
- Satisfactory completion of EDU 3213 Educational Psychology with a minimum grade of C.
Criteria for admission to the Teacher Education Program include the following:
- Completion of an Application for Admission to Educator Preparation Program.
- Submission of a completed Criminal Record Disclosure.
- Submission of two positive evaluations to be completed by two RU faculty members the candidate has had as an instructor.
- Completion of an interview with the Education Admission Committee.
- Successful field placement evaluations from EDU 3213 Educational Psychology.
- Acceptable or accomplished scores on Attributes and Dispositions Evaluations.
- Compliance with all standards expected of the Rochester University campus community, as outlined in the Student Handbook and the University Catalog.
The application package is reviewed by the Admission Subcommittee. Candidates are notified of admission status through a letter from the director of the School of Education.
The spring semester deadline is April 1. Admission is valid for six years; however, changes mandated by the Michigan Department of Education may impose additional requirements during that time period.
Approval for Student Teaching
Student teaching is often considered the most exciting and demanding aspect of the Educator Preparation Program. It is the final clinical experience; therefore, it is the doorway into the teaching profession. Prospective employers place a premium on the successful completion of student teaching.
The clinical placement sites for student teaching are established in the Educational Foundations and Assessment course. With the approval of the mentor teacher and coordinator for student teaching, placement for Educational Foundations and Assessment will also be the student teaching placement.
The following requirements must be met prior to beginning the student teaching experience:
- Submission of an Application for Student Teaching.
- Submission of a completed Criminal Record Disclosure.
- Evidence of academic competency by a cumulative grade point average of 3.00 overall, in professional studies, and in the appropriate grade band courses, with no grade lower than a “C.”
- Demonstration of standards expected of the Rochester University campus community, as outlined in the Student Handbook and the University Catalog.
- Completion of all courses in professional studies (with the exception of EDU 4721/4821 Seminar), general education, the major, and the minor.
- Successful completion of all clinical experiences. The 60-hour clinical experience corresponding to Educational Foundations and Assessment weighs heavily.
- Taking applicable tests of the Michigan Test for Teacher Certification (MTTC).
Applicants for student teaching are reviewed and approved by the Teacher Education Department.
Requirements for the BS with Elementary Education Certification Recommendation
General Education Core 25 hours
When a student is enrolled in a degree program that requires over 120 credits and a general education requirement is waived, the overall number of credits toward graduation may be reduced. All Rochester University students must earn 120 credits in order to graduate. All adjustments must be made within the first semester of the program.
Lower, Upper Elementary, or Both Grade Bands 58-71 hours
Professional Studies Core 32 hours
| EDU 2223 | Culturally Responsive Teaching | 3 |
| EDU 2262 | Media and Technology | 2 |
| EDU 3213 | Educational Psychology | 3 |
| EDU 3224 | Classroom Teaching and Management | 4 |
| EDU 3243 | Teaching Exceptional Students | 3 |
| EDU 3251 | Professional Preparation Workshop | 1 |
| EDU 3263 | Ethics and Culture in Education | 3 |
| EDU 3271 | Ethics and Culture Clinical Experience | 1 |
| EDU 4583 | Educational Foundations and Assessment - Elementary | 3 |
| EDU 4721 | Student Teaching Seminar: Elementary (Capstone) | 1 |
| EDU 4728 | Student Teaching: Elementary | 8 |
Electives 0-5 hours
Total Credit Hours: 120-125