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The College of St. Scholastica

Finish your Degree. Start Your Career.

The Elementary Education program is intended for individuals who wish to pursue a degree or have an associate’s degree and would like to complete their bachelor’s degree. The program allows students to earn their BS in Elementary Education and the Minnesota K-6 teaching license.

  • Gain valuable experience in elementary classrooms beginning your first semester
  • Face-to-face format or complete your degree in a blended format of online/on-campus classes offered two evenings a week and every other Saturday
  • Utilize best practices in meeting the needs of all learners

If you have your bachelor’s degree and are interested in earning your teaching license, our Graduate Teaching Licensure program would be a perfect fit for you.

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Degree Details

Tuition

Are You Looking for a Face-to-Face (on-campus) Experience?

St. Scholastica’s longstanding commitment to inclusivity and generous financial aid packages make our world-class educational programs accessible to students from any background.

Are You Looking for a 100% Online or Hybrid Experience?

St. Scholastica is committed to providing adult students highly competitive tuition for all programs. This exceptional value for a comprehensive educational experience will allow you to advance in your career.

Program Overview

Through fieldwork and student teaching opportunities, students gain valuable experience working with culturally diverse groups of elementary students and have the ability to connect with school leaders and other stakeholders in the education field.

Schedule and Location

Offered at Inver Grove Community College, Itasca Community College and on our Duluth Campus. The program features a hybrid format of online and on-campus classes, allowing students to continue working while completing their degree. Classes take place on Tuesday and Thursday evenings and every other Saturday. Twenty to 50 hours of field experience required per semester. The final semester requires a 14-week student teaching experience.

Learn Together

A program coordinator is available to help guide students through the program. The cohort model provides students the chance to learn with, and from, a group of peers as they progress through the program.

Curriculum

Program Requirements

Total degree requirements: 128 credits
Major: 76 credits
Minor: 20 credits

Any applicable transfer credits or credit for prior life experience will shorten this timeline.

Courses

Here are some classes you could take as part of this major or minor. Be sure to create your course plan in consultation with your advisor.

Coursework

EDU 2260 – Visual and Performing Arts Methods

Examines the arts as a basic and essential form of human communication. Explores and analyzes integration of the arts as a way to increase student achievement. Students learn to integrate literature, art, drama, dance, and music throughout the curriculum by gaining a basic knowledge of the arts, reasons for integration, and integration strategies and principles. Students examine research and current school programs that integrate the arts across the curriculum.

EDU 2270 – Science Elementary Methods

This is a pre-practicum course for individuals planning to teach science in grades K – 6. Emphasis will be placed on understanding the Nature of Science, teaching science as inquiry, and addressing student misconceptions. Methods for using technology effectively, managing materials and students safely and using state and district learner outcomes in planning will be addressed.

EDU 2400 – Children’s Literature

An in-depth study of children’s literature that focuses on the evaluation, selection, and sharing of children’s books in instructional settings. Students will read, respond to, and evaluate picture books and chapter books of various genres. Emphasizes the identification and teaching of literary elements in context, strategies for sharing books with children, and the importance of using authentic children’s literature in schools.

EDU 2600 – Instructional Planning & Management with Field Experience I

Practice effective lesson planning, questioning and communication techniques, classroom management and developing effective and professional teaching dispositions. The teacher candidate will build classroom management skills and an understanding of how these are directly related to the management of time, instruction, resources and behavior in a classroom setting. Using self-reflective practices, the teacher candidate will begin to examine personal dispositions as they relate to teaching, learning and managing a classroom. The teacher candidate will have the opportunity to implement these skills in a field placement setting. This course requires 50 hours of field experience practicum within a local school.

EDU 3250 – Introduction to Special Education

Addresses teachers’ roles in educating children and youth with disabilities. Students examine the social construction of disability, disability legislation; rights and responsibilities of parents, educators, and students; and universal design for learning. Topics include historical and theoretical frameworks and legal mandates that have shaped the current field of special education, as well as the needs and characteristics of individuals with disabilities. This course contains a field requirement. Co-requisite: EDU 2600/EDU 3600/EDU 4600 for Education licensure Majors/Minors (who should register for this course at 3 credits); others not enrolled in one of those courses should register for 4 credits.

EDU 3600 – Education Tech – Mid/Secondary

Provides opportunity for teacher candidates to develop knowledge and strategies to effectively use and integrate technology as a tool for teaching and learning in a K-12 classroom setting. Specifically, teacher candidates will meet the needs of all K-12 learners by using inclusive technology practices that promote critical thinking and problem solving skills. Teacher candidates engage in opportunities to collect, share and assess information. Teacher candidates will practice digital awareness, interrogate digital divides and critique technology tools developing proficiencies necessary in the field of education. The teacher candidate will have the opportunity to plan for and implement these practices in a K-12 field placement setting. This course requires 50 hours of field experience practicum within a local school.

EDU 3610 – Mathematics Elementary Methods

Focuses on best practices and current research trends that enable learners to be successful teachers of mathematics in the K-6 classroom. Learners analyze and evaluate current research, teaching strategies and philosophies related to teaching K-6 mathematics. Helps future teachers build a basic foundation concerning pedagogy, standards based instruction, technology use, and equity.

EDU 3720 – Reading/Language Arts Methods

Examines the characteristics of a well-balanced developmental reading/language arts program. The primary purpose of the course is to prepare elementary school education majors to be successful teachers of reading and its related language arts components. Students examine how theory and practice come together in developing effective instructional strategies for elementary school students. Students become familiar with a variety of teaching methods. They learn how to effectively implement instruction in the reading areas of phonemic awareness, phonics, fluency, vocabulary, and text comprehension as well as spelling, oral and written language. Assessment, analysis, and resultant remediation plans will be conducted with elementary students as well as through classroom activities. Current research trends that emphasize a balanced approach to literacy instruction are the framework for the course. To gain skills in accessing and evaluating research, students will examine current research supporting effective reading/language arts instruction best practices.

EDU 4600 – Assessment with Field Experience III

Provides opportunity for teacher candidate will develop knowledge and strategies to effectively plan for, deliver, and apply assessment processes as a tool for improving teaching and learning in a K-12 setting. Specifically, as an inquiry into the essence of the assessment process, Teacher Candidates will interrogate the purpose and process of assessment through theoretical, phenomenological, personal and experiential perspectives. Teacher Candidates will explore a brief history of assessment in education and underlying assumptions driving our assessment practices. Additionally, the forms, purposes and effects of assessment utilized in classrooms today, along with new directions being advocated, for the field of education will be researched and applied. Teacher Candidates will critique and practice inclusive assessment processes to meet the needs of all K-12 learners. The Teacher Candidate will have the opportunity to plan for, implement and reflect upon these practices in a K-12 field placement setting.

EDU 4800 – Student Teaching Internship & Seminar

Student Teaching Internship and Seminar: Provides teacher candidates with a practical, real world teaching experience in a K12 school setting, under the supervision of a licensed Cooperating Teacher. While in the K12 classroom setting, teacher candidates will be formally observed and evaluated, as well as be given feedback and support by the Cooperating Teacher and College Supervisor as he/she plans and delivers content specific units and works with students who have diverse learning needs. The teacher candidate also practices and hone effective communication skills with parents/guardians and school support personnel. The teacher candidate plans and completes the Teacher Performance Assessment (edTPA) during student teaching which is a full-time experience for a full semester. During Seminar teacher candidates unpack and reflect on the student teaching experience and critical issues relevant to the teaching profession. The seminar also examines inclusive models and strategies of effective classroom management, problem solving and evidence-based best practices that may positively impact student learning . Information and support will also be provided for completing their professional resume and cover letter, preparing for a job search, and applying for their Minnesota teaching license.

Accreditation

AAQEP logoThe Teacher Education program at the College of St. Scholastica is accredited by the Association for Advancing Quality in Educator Preparation (AAQEP) for a period of 7 years, from July 2019 to July 2026. The accreditation does not include individual education courses that the Educator Preparation Program offers to P-12 educators for professional development, re-licensure, or other purposes.

Click to see Performance Data of Candidates in the College of St. Scholastica Teacher Education Program

Minnesota Professional Educator Licensing and Standards Board (PELSB)

The fully accredited Teacher Education Program is assessed according to the requirements and standards of the Minnesota Professional Educator Licensing and Standards Board (PELSB). The teacher education program has full continuing unit and program approval through June 30, 2024.

Admission Information

Visit our admissions page for information about transcripts, online application, international admissions and financing.

Application Deadlines

Are You Looking for a Face-to-Face (on-campus) Experience?

Students applying for the fall semester have two application timelines to choose from – Early Action (Nov. 15) and Regular Decision (Feb. 1). Both options are completely free and deposits are fully refundable until May 1. We will accept applications for fall semester through the end of August.

Are You Looking for a 100% Online or Hybrid Experience?

Most of our online and hybrid programs operate on a rolling admission basis – allowing you to apply anytime. Once your application and other necessary documents are received, we will forward them to the appropriate department for review.

Eligibility

New Student
  • Associates Degree or equivalent
  • Cumulative GPA of at least 2.8
  • Applicants must have taken, or be registered to take, the MN-NES Essential Academic Skills. This requirement can be waived for students who completed the ACT or SAT with sufficient scores.
  • Score requirements are:
    • ACT – Composite score of 22 or greater and Combined English/Writing score of 21 or greater
    • SAT+ Writing – Score of 510 or greater and a math score of 520 or greater

Note: Meeting minimum entrance requirements does not guarantee admission.

Returning Students

A returning student is a student who was admitted and enrolled in a program at St. Scholastica but has been absent from the program for at least three continuous semesters, including summer. To return to the same program at St. Scholastica, a returning student must be in good academic standing and must apply for readmission to the College.

Background Check

The School of Education implemented a Background Study Policy fall semester 2008 for all students enrolled in School of Education programs.

About the Process

First time: For GTL students, the initial background check cost is $50, and must be paid via credit card.

For Duluth Undergraduate students, the background check will be processed during EDU 1540 and paid via a $50 course fee. For Degree Completion students, the background check will be processed during your orientation and paid via a $50 course fee in EDU 2600.

Enter code for the program you will be attending at “Get Started Here!”

  • Undergraduate – Duluth: BBPCG-27247
  • GTL – Online: WXHVM-94863
  • Elementary Education Completion Program (2+2) – Inver Grove Heights and Grand Rapids: RTJBJ-74242

If you have any questions, the Client Services Team at Verified Credentials is ready to assist you. Please call them at 800-938-6090 or email at ClientServices@verifiedcredentials.com.

Criminal Background Study

Our goal in this criminal background study is to protect vulnerable populations. Students in a K-12 system are considered by The College of St. Scholastica’s School of Education (SOE) a vulnerable population. Any costs incurred to complete the background study are the student’s responsibility and must be paid in-full at the time the student is made aware of them.

The SOE requires a criminal background study prior to students entering field experiences or courses that require field experiences. MN law also requires that applicants for licensure complete a similar criminal background study. This study will be made at the initiation of field course work utilizing:

  • Conduct Review Statement (provided by the SOE)
  • Verified Credentials (a private firm that does nation-wide background checks) and each following year utilizing:
    • Conduct Review Statement (provided by the SOE)
    • Criminal history review through the Minnesota Bureau of Criminal Apprehension, or appropriate local, county, state, providence, or country agency where student resided

The SOE will make the sole and final risk determination of a student. The Red Flag Review (see Red Flag Review procedure below) will be implemented if any discrepancies occur during the Criminal Background Study. An individual who is deemed a security or safety risk to vulnerable populations will be disqualified from having direct student contact as a result of the background study and will not be permitted to participate in field experiences, or courses that require field experiences. Students who receive notice that they are disqualified must arrange for an immediate appointment with the appropriate SOE Chair, or Chair’s designee. Student deemed a risk will not be allowed to complete the Education program. Materials gathered for the background study will be held by the Educational Experience Coordinator in the School of Education offices.

Red Flag Review

The Red Flag Review is a process used when a discrepancy appears on the background check, or Conduct Review Statement, of a School of Education student that may be cause for concern for the safety or security of vulnerable individuals.

Identified discrepancies which may result in a Red Flag Review being initiated:

  • Any Felony
  • Any Abuse Incident
  • Drug/Alcohol Incident
  • Harm to children
  • Crimes of violence
  • Plea bargains
  • Patterns of behavior
  • Other

When a discrepancy appears on a background check, or Conduct Review Statement, the following procedures will be followed:

  1. Contact student involved and schedule a meeting regarding the discrepancy with the “Background Account Administrator” and appropriate “SOE Chair” or designee.
  2. Review the circumstances of the discrepancy.
  3. The Background Account Administrator and SOE chair will determine if notification of the discrepancy to the field experience site personnel is needed. If needed:
  4. Obtain a “Release of Information” from the student.
  5. Notify field experience site personnel of discrepancy.
  6. As needed, meet with field experience site personnel to review discrepancy and background check report. The final determination on placement is determined by the “Superintendent” or designee of the field experience site. Upon acceptance of the student, documentation on the discrepancy will be provided to the field experience site personnel.
  7. Inform student in writing of placement meeting outcome.

View more information about the MN Bureau of Criminal Apprehension criminal background check.

We hope you will appreciate our efforts in keeping kids safe. Questions regarding this policy can be addressed to:

Brenda Fischer, Chair, Tower Hall 3103, 218-723-5971, bfischer1@css.edu, or
Karen Mehle, Tower Hall 3409, 218-723-6180, kmehle@css.edu

Meet Our Faculty

Experienced, Dedicated and Distinguished Educators

Expect to be heard, to be challenged and to be involved. St. Scholastica faculty are world-class scholars and experts in their field who bring their deep experience to online and on-campus classrooms. Our values of community, respect, stewardship and love of learning reflect our faculty’s commitment to lifting up others and celebrating our common humanity.