Elementary Education Foundations Transfer … Education... · Web viewThis is an example of a...

Updated October, 2019

Note: The transfer pathway course requirements have not changed. The PELSB Content/Subject Matter and Standards of Effective Practice have been aligned in tables with the Student Learning Outcomes by course.

Academic and Student Affairs

Minnesota State Transfer Pathways TemplateElementary Education Foundations Transfer Pathway ASwww.asa.mnscu.edu/transfer/pathways/

http://www.asa.mnscu.edu/transfer/pathways/

Transfer Pathway TemplateElementary Education Foundations Transfer Pathway AS

Date Developed: Fall 2016Date Final Pathway Approved: April 2017

Campus preparation/implementation begins: Fall 2018Earliest date program available to students: Fall 2019

Date to be reviewed: Spring 2022

Introduction and Overview In accordance with the Laws of Minnesota 2015, Chapter 5, Article 3, Section 21 all Minnesota State Colleges and Universities agree to the following principles governing the transfer pathways. Transfer Pathway degree programs offers students a powerful option: the opportunity to complete an Associate of Arts, Associate of Science or Associate of Fine Arts degree with course credits that directly transfer to designated business bachelor’s degree programs at Minnesota State universities. The curriculum has been specifically designed so that students completing this pathway degree and transferring to one of the seven Minnesota State universities enter the university with junior-year status and may complete the baccalaureate degree with an additional 60 credits. All courses in the Transfer Pathway associate degree will directly transfer and apply to the designated bachelor’s degree programs in a related field. Transfer Pathways will: Be associate degrees, comprised of 60 semester credits (unless a prior waiver has been

granted), excluding any required developmental or remedial courses. Meet all lower division major content and Learning Outcome requirements needed to

prepare students to enroll in the major at the university. Identify and require inclusion of prerequisite courses and the designation of Minnesota

Transfer Curriculum courses, as needed. All courses are included in the 60 credits. Include lower division experiential learning activities required by direct entry university

students. Examples include but are not limited to: service-learning, internships, undergraduate research etc. The lower division courses that are intended for the major should be a minimum of 9 credits.

2

Elementary Education Foundations, Special Education, Communication Arts and Literature Education Transfer Pathways

3

Entire MnTC is Completed at the College MinimumCredits**

Goal 1 Communications Note: 6 - 10

Goal 2 Critical Thinking (as required by the college) 0 - 3

Goal 3 Natural Sciences (as required by the college)*Note: Elementary Education Foundations must include a general science course that addresses science learning outcomes.

7 - 9

Goal 4 Mathematical/Logical Reasoning (as required by the college) Note: Logic courses do not meet education transfer pathways requirements. Note: Elementary Education Foundations mathematics course(s) must be embedded with math learning outcomes.

3-4

Goal 5 History/Social and Behavioral Sciences (as required by the college) Note: Elementary Ed must address social science learning outcomes Note: Elementary Ed Foundations and Special Ed require a developmental psychology course that addresses psychology learning outcomes. Note: Communication Arts and Literature Education requires completion of: Introduction to Mass Communication/Media Literacy (3–4 cr)

6 - 12

Goal 6 Humanities and Fine Arts (as required by the college)*Note: Communication Arts and Literature Education requires completion of: Diverse Literatures (3–4 cr) Oral Interpretation/Performance of Literature (3-4 cr)

6 - 9

Goals 7 – 10

Many courses from Goal Areas 1-6 also meet Goals 7-10 Varies

Minimum MnTC Subtotal 40

Education competencies courses: Communication

Arts and Literature

Special Education

Elementary Foundations Course Prefix & Title Minimum

Credits**

Required Required Required EDUC Intro to Education 3 - 4Required Required Required EDUC Education Technology 2 - 3Required Required Required EDUC/SOCI Human Relations or

Multicultural Education 3 - 4Subtotal 8 - 11

Other required courses: Required SOLs embedded in

other EDUC courses Required HLTH Drug Education 2-3Required EDUC Educational Psychology 3-4Required EDUC Intro to Special Education 3-4

Required EDUC/PSYC Child Development 3-4Required Small Group Communication 3-4

Required Literature Analysis and Interpretation 3 - 4

30 required 40 hours required 30 hours required Field Experience Hours

A total of 60 credits is required to complete the degree program. See an advisor or transfer specialist for guidance. 60

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Notes: Competencies required by legislation and the Minnesota Professional Educators Licensing and Standards

Board (PELSB) will be embedded in the appropriate coursework. Colleges should advise students to complete the entire Transfer Pathway at the same institution. Minnesota Teacher Licensure Basic Skills Assessments: While at the college, students will take the Minnesota

Teacher Licensure basic skills assessments and develop individual plans and strategies for passing the basic reading, writing and mathematics skills exams.

Standards, Learning Activities, Assessments: Any courses with embedded PELSB Elementary Education Content Standards and Standards of Effective Practice must have the standards, learning activities, and assessments identified in the course syllabus and common course outline using the language as shown in the course table below for submission to PELSB in the Education Preparation Program Approval System (EPPAS).

Competencies in math, science, social studies, and visual and performing arts must be included in the pathway, however, documentation of the learning activities and assessments will not be submitted to PELSB in EPPAS.

Associate Degree Programs : These standards should be taught at the knowledge level and are necessary to provide elementary school teacher candidates with the background needed for success in methods courses at the university level.

Baccalaureate Degree Programs : Universities are accountable for teaching and documenting the learning activities and assessments for these content standards at both the knowledge and application levels in EPPAS for all students.

Professional Educators Licensing and Standards Board StandardsThe next two charts list the Professional Educators Licensing and Standards Board required by Elementary Education teachers that must be documented on the course syllabi and course outlines and submitted to PELSB in EPPAS for program approval:

Content Standards (blue), and Standards of Effective Practice (green)

*The yellow chart below identifies the testing elementary education students must complete.

Competencies/Learning Outcomes/Pathway

PELSB

SUBJECT MATTER STANDARDS

Elementary Subject Matter

8710.3200, Subp. 3

A teacher of children in kindergarten through grade 6 must:(2) understand and apply educational principles relevant to physical, social, emotional, moral, and cognitive development of young children;

8710.3200, Subp. 3, Standard A2, Teachers of Elem. Ed. Subject matter

A teacher of children in kindergarten through grade 6 must:(3) understand and apply the concepts of "belonging" and "family connectedness" as crucial to the development of young children;

8710.3200, Subp. 3, Standard A3, Teachers of Elem. Ed. Subject matter

A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental physical education and health concepts and the connections among them. The teacher must:(2) understand strategies for reducing and preventing accidents; drug, alcohol, and tobacco use; and high-risk situations and relationships;

8710.3200, Subp. 3, Standard K2, Teachers of Elem. Ed. Subject matter

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Competencies/Learning Outcomes/Pathway Board of Teaching

Standards of Effective Practice

PELSB Standard of Effective Practice

Standard 2, student learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development. The teacher must:A. understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning

8710.2000, Subp. 3. A, Standards of Effective Practice

Standard 2, student learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development. The teacher must:B. understand that a student's physical, social, emotional, moral, and cognitive development influence learning and know how to address these factors when making instructional decisions

8710.2000, Subp. 3. B, Standards of Effective Practice

Standard 2, student learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development. The teacher must:C. understand developmental progressions of learners and ranges of individual variation within the physical, social, emotional, moral, and cognitive domains, be able to identify levels of readiness in learning, and understand how development in any one domain may affect performance in others;

8710.2000, Subp. 3. C, Standards of Effective Practice

Standard 3, diverse learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must:D. understand how to recognize and deal with dehumanizing biases, discrimination, prejudices, and institutional and personal racism and sexism;

8710.2000, Subp. 4. D, Standards of Effective Practice

Standard 3, diverse learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must: E. understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values;

8710.2000, Subp. 4. E, Standards of Effective Practice

Standard 3, diverse learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must: F. understand the contributions and lifestyles of the various racial, cultural, and economic groups in our society;

8710.2000, Subp. 4. F, Standards of Effective Practice

Standard 3, diverse learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must: G. understand the cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture;

8710.2000, Subp. 4. G, Standards of Effective Practice

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Standard 3, diverse learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must: H. understand cultural and community diversity; and know how to learn about and incorporate a student's experiences, cultures, and community resources into instruction;

8710.2000, Subp. 4. H, Standards of Effective Practice

Standard 3, diverse learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must: J. know about community and cultural norms;

8710.2000, Subp. 4. J, Standards of Effective Practice

Standard 3, diverse learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must: Q. develop a learning community in which individual differences are respected;

8710.2000, Subp. 4. Q, Standards of Effective Practice

Standard 4, instructional strategies. A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. The teacher must: B. understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated


Standard 5, learning environment. A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. The teacher must: A. understand human motivation and behavior and draw from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work;


Standard 5, learning environment. A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. The teacher must: B. understand how social groups function and influence people, and how people influence groups;


Standard 5, learning environment. A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. The teacher must: F. know factors and situations that are likely to promote or diminish intrinsic motivation and how to help students become self-motivated;


Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must: B. understand how cultural and gender differences can affect communication in the classroom;


Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The

8710.2000, Subp. 7.C, Standards of Effective Practice

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teacher must: C. understand the importance of nonverbal as well as verbal communication;Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must: D. know effective verbal, nonverbal, and media communication techniques;


Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must: F. use effective listening techniques;

8710.2000, Subp. 7.F, Standards of Effective Practice

Standard 6, communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must: G. foster sensitive communication by and among all students in the class;

8710.2000, Subp. 7.G, Standards of Effective Practice

Standard 9, reflection and professional development. A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth. The teacher must: A. understand the historical and philosophical foundations of education;


Standard 10, collaboration, ethics, and relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must: A. understand schools as organizations within the larger community context and understand the operations of the relevant aspects of the systems within which the teacher works;


Standard 10, collaboration, ethics, and relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must: B. understand how factors in a student's environment outside of school, including family circumstances, community environments, health and economic conditions, may influence student life and learning;


Standard 10, collaboration, ethics, and relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must: E. understand the influence of use and misuse of tobacco, alcohol, drugs, and other chemicals on student life and learning;


Standard 10, collaboration, ethics, and relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must: F. understand data practices;


Standard 10, collaboration, ethics, and relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must: L. Understand mandatory data reporting laws and rules;

8710.2000, Subp. 11L

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Required Elementary Education Student Testing:

Competencies/Learning Outcomes/Minnesota Legislative Mandates

NES testing in Math, Reading &Writing must be taken to enter into 4-year Education Dept.

Learning Outcomes: For each of the specific courses that are preparatory to the major, list the minimum learning outcomes that must be met. Note: PELSB approves and monitors program standards not courses. Therefore, it is a recommendation not requirement that the PELSB standards have a primary placement in the corresponding courses listed below.

Intro to Education Course Learning Outcomes:

All PELSB standards in this course must be documented in the syllabus and course outline.The learning activities and assessments must be reported to PELSB in EPPAS. This course must be taught by faculty that meet PELSB faculty qualifications.

Student Learning Outcomes PELSB Subject Matter Standards

A teacher of children in kindergarten through grade 6 must: understand and apply educational principles relevant to physical, social, emotional, moral, and cognitive development of young children

8710.3200, Subp. 3, Standard A2, Teachers of Elem. Ed. Subject matter standards.

A teacher of children in kindergarten through grade 6 must: understand and apply the concepts of "belonging" and "family connectedness" as crucial to the development of young children

8710.3200, Subp. 3, Standard A3, Teachers of Elem. Ed. Subject matter standards

A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development. The teacher must:understand developmental progressions of learners and ranges of individual variation within the physical, social, emotional, moral, and cognitive domains, be able to identify levels of readiness in learning, and understand how development in any one domain may affect performance in others.

8710.2000, Subp. 3.C, Standards of Effective Practice

A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. The teacher must: understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated

8710.2000, Subp. 5.B, Standards of Effective Practice

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A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. The teacher must: understand human motivation and behavior and draw from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work.

8710.2000, Subp. 6.A, Standards of Effective Practice

A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. The teacher must: know factors and situations that are likely to promote or diminish intrinsic motivation and how to help students become self-motivated.


A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must: (6C) Understand the importance of nonverbal as well as verbal communication.

8710.2000, Subp. 7, Standard 6C, Standards of Effective Practice

A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must: (6D) Know effective verbal, nonverbal, and media communication techniques.

8710.2000, Subp. 7, Standard 6D, Standards of Effective Practice

A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must: (6F) Use effective listening techniques.

8710.2000, Subp. 7, Standard 6F, Standards of Effective Practice

A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must: (6G) Foster sensitive communication by and among all students in the class.

8710.2000, Subp. 7, Standard 6G, Standards of Effective Practice

A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth. The teacher must: understand the historical and philosophical foundations of education.


A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must: understand schools as organizations within the larger community context and understand the operations of the relevant aspects of the systems within which the teacher works.


A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The


10

teacher must: understand how factors in a student's environment outside of school, including family circumstances, community environments, health and economic conditions, may influence student life and learning. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must: understand data practices.


A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must: understand mandatory reporting laws and rules.

8710.2000, Subp. 11. L, Standards of Effective Practice

MN NES EAS/Basic Skills testing--Reading, Writing and Math subtests are taken and a plan for achieving passing scores is designed. Apply knowledge of the Special Education legislation to the classroom setting, including inclusion, least restrictive environment, individualized education programs and most common disability areas. Apply developmental characteristics of students by age level, including physical, cognitive, emotional, and social characteristics.Identify implications for teachers of gender, culture, language and socio-economic diversity. Demonstrate an understanding of mindset and professional dispositions and their impact on the methods used in teaching children.Demonstrate an awareness of the process of reflective practice in teaching.Reflect upon the course content in the regular elementary level education classroom.

Complete 30 hours of field experience.

Education Technology All PELSB standards in this course must be documented in the syllabus and course outline.

The learning activities and assessments must be reported to PELSB in EPPAS. This course must be taught by faculty that meet PELSB faculty qualifications.


Demonstrate knowledge and understanding of concepts related to technology and student learning.Know about areas of exceptionality in learning, including learning disabilities, perceptual difficulties, and physical or mental challenges, gifts, and talents.Identify and apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.Use educational technology to broaden student knowledge about technology to deliver instruction to students at different levels and paces, and to stimulate advanced levels of learning.Understand the social, ethical, legal, and human issues surrounding the

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use of information and technology in pre-K-12 schools and apply that understanding in practice. Understand the social, ethical, legal, and human issues surrounding the use of information and technology in pre-K-12 schools and apply that understanding in practice.

Human Relations/Multicultural EducationAll PELSB standards in this course must be documented in the syllabus and course outline.

The learning activities and assessments must be reported to PELSB in EPPAS. This course must be taught by faculty that meet PELSB faculty qualifications.


Identify implications for teachers of gender, culture, language and socio-economic diversity. Demonstrate an understanding of mindset and professional dispositions and their impact on the methods used in teaching children.A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. The teacher must: understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated.


A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. The teacher must: understand human motivation and behavior and draw from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work;


A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must:understand how to recognize and deal with dehumanizing biases, discrimination, prejudices, and institutional and personal racism and sexism.


A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must:understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.


A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must:understand the contributions and lifestyles of the various racial, cultural, and economic groups in our society.


A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must: understand the cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and

8710.2000, Subp. 4. G, Standards of Effective Practice

12

culture;A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must: understand cultural and community diversity; and know how to learn about and incorporate a student's experiences, cultures, and community resources into instruction.

8710.2000, Subp. 4. H, Standards of Effective Practice

A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must: know about community and cultural norms.

8710.2000, Subp. 4. J, Standards of Effective Practice

A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must: develop a learning community in which individual differences are respected.

8710.2000, Subp. 4. Q, Standards of Effective Practice

A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. The teacher must: understand how social groups function and influence people, and how people influence groups.


A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must: understand how cultural and gender differences can affect communication in the classroom.


A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development. The teacher must:A. understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning; B. understand that a student's physical, social, emotional, moral, and cognitive development influence learning and know how to address these factors when making instructional decisions; C. understand developmental progressions of learners and ranges of individual variation within the physical, social, emotional, moral, and cognitive domains, be able to identify levels of readiness in learning, and understand how development in any one domain may affect performance in others

8710.2000, Subp. 3. A, B, C, Standards of Effective Practice

Content Area Knowledge StandardsNote: Competencies in this section should be embedded in MnTC or other program course requirements at each institution. Placement of standards will be reported to the Minnesota State system office on the Learning Outcomes Crosswalk. These standards are taught at the knowledge level but are not reported to PELSB by the college because the application of the knowledge is required in the methods courses at the university level. The university will report to PELSB on completion of the standards.

Drug Education Learning Outcomes

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Student Learning Outcomes PELSB Standards

Understand the influence of use and misuse of tobacco, alcohol, drugs, and other chemicals on student life and learning.

8710.2000, Subp. 11, Standard 10E,

Standards of Effective Practice

Communication Learning OutcomesStudent Learning Outcomes PELSB Standards of Effective Practice

A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must: (6C) Understand the importance of nonverbal as well as verbal communication.

8710.2000, Subp. 7, Standard 6C, Standards of Effective Practice

A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must: (6D) Know effective verbal, nonverbal, and media communication techniques.

8710.2000, Subp. 7, Standard 6D, Standards of Effective Practice

A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must: (6F) Use effective listening techniques.

8710.2000, Subp. 7, Standard 6F, Standards of Effective Practice

A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must: (6G) Foster sensitive communication by and among all students in the class.

8710.2000, Subp. 7, Standard 6G, Standards of Effective Practice

Science Courses (e.g. Biology, Physics, Chemistry…)Student Learning Outcomes PELSB Standards

A teacher of children in kindergarten through grade 6 must demonstrate a fundamental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inquiry. The teacher must: know and apply the understandings and abilities of scientific inquiry including the ability to: (a) identify questions and concepts that can be explored through scientific inquiry;

8710.3200, Subp. 3, Standard J2a, Teachers of Elem. Ed. Subject matter standards

A teacher of children in kindergarten through grade 6 must demonstrate a fundamental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inquiry. The teacher must: 3.J.2. know and apply the understandings and abilities of scientific inquiry including the ability to: 3.J.2.b.

8710.3200, Subp. 3, Standard J2b, Teachers of Elem. Ed. Subject matter

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design and conduct scientific investigations;A teacher of children in kindergarten through grade 6 must demonstrate a fundamental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inquiry. The teacher must: 3.J.2. know and apply the understandings and abilities of scientific inquiry including the ability to: (c) use appropriate scientific instrumentation and equipment and mathematics as tools to improve scientific investigations and communications

8710.3200, Subp. 3, Standard J2c, Teachers of Elem. Ed. Subject matter

A teacher of children in kindergarten through grade 6 must demonstrate a fundamental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inquiry. The teacher must: 3.J.2. know and apply the understandings and abilities of scientific inquiry including the ability to: 3.J.2.d. compare the use of multiple types of inquiry for answering questions;

8710.3200, Subp. 3, Standard J2d, Teachers of Elem. Ed. Subject matter

A teacher of children in kindergarten through grade 6 must demonstrate a fundamental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inquiry. The teacher must: 3.J.2. know and apply the understandings and abilities of scientific inquiry including the ability to: 3.J.2.e : - evaluate alternative explanations and models based on evidence, current scientific understanding, and logic; and

8710.3200, Subp. 3, Standard J2e, Teachers of Elem. Ed. Subject matter

A teacher of children in kindergarten through grade 6 must demonstrate a fundamental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inquiry. The teacher must: 3.J.2. know and apply the understandings and abilities of scientific inquiry including the ability to: 3.J.2.f : - communicate and defend a scientific argument

8710.3200, Subp. 3, Standard J2f, Teachers of Elem. Ed. Subject matter

A teacher of children in kindergarten through grade 6 must demonstrate a fundamental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inquiry. The teacher must: 3.J.3 : - know how to make connections across the domains of science, between science and technology, and between science and other school subjects;

8710.3200, Subp. 3, Standard J3, Teachers of Elem. Ed. Subject matter

A teacher of children in kindergarten through grade 6 must demonstrate a fundamental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inquiry. The teacher must: 3.J.4 : - use scientific understandings and abilities when making decisions about personal and societal


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issues;A teacher of children in kindergarten through grade 6 must demonstrate a fundamental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inquiry. The teacher must: 3.J.5 : - know and apply the fundamental concepts and principles of physical science concerning properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of and ways to transfer energy;


A teacher of children in kindergarten through grade 6 must demonstrate a fundamental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inquiry. The teacher must: 3.J.6 : - know and apply the fundamental concepts and principles of life science concerning the characteristics of organisms, the life cycle of organisms, the interrelationships of organisms and environments, structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems and their interrelationships, and diversity and adaptations of organisms


Mathematics Courses (e.g. Math for Elementary Teachers, Elements of Math) Student Learning Outcomes PELSB

Subject Matter Standards A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.1. concepts of mathematical patterns, relations, and functions, including the importance of number and geometric patterns in mathematics and the importance of the educational link between primary school activities with patterns and the later conceptual development of important ideas related to functions and be able to: 3.H.1.a : - identify and justify observed patterns;

8710.3200, Subp. 3, Standard H1a, Teachers of Elem. Ed.

A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.1. concepts of mathematical patterns, relations, and functions, including the importance of number and geometric patterns in mathematics and the importance of the educational link between primary school activities with patterns and the later conceptual development of important ideas related to functions and be able to: 3.H.1.b : - generate patterns to demonstrate a variety of relationships;

8710.3200, Subp. 3, Standard H1b, Teachers of Elem. Ed.

A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of

8710.3200, Subp. 3, Standard H1c, Teachers of Elem. Ed.

16

mathematics and the connections between them. The teacher must know and apply: 3.H.1. concepts of mathematical patterns, relations, and functions, including the importance of number and geometric patterns in mathematics and the importance of the educational link between primary school activities with patterns and the later conceptual development of important ideas related to functions and be able to: 3.H.1.c : - relate patterns in one strand of mathematics to patterns across the discipline;A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.2. concepts and techniques of discrete mathematics and how to use them to solve problems from areas including graph theory, combinatorics, and recursion and know how to: 3.H.2.a : - help students investigate situations that involve counting finite sets, calculating probabilities, tracing paths in network graphs, and analyzing iterative procedures;


A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.2. concepts and techniques of discrete mathematics and how to use them to solve problems from areas including graph theory, combinatorics, and recursion and know how to: 3.H.2.b : - apply these ideas and methods in settings as diverse as the mathematics of finance, population dynamics, and optimal planning;


A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.3. concepts of numerical literacy: 3.H.3.a : - possess number sense and be able to use numbers to quantify concepts in the students' world;


A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.3. concepts of numerical literacy: 3.H.3.b : - understand a variety of computational procedures and how to use them in examining the reasonableness of the students' answers;


A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.3. concepts of numerical literacy: 3.H.3.c : - understand the concepts of number theory including divisibility, factors, multiples, and prime numbers, and know how to provide a basis for exploring number relationships;


A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.3. concepts of numerical literacy:

8710.3200, Subp. 3, Standard H3d, Teachers of Elem. Ed.

17

3.H.3.d : - understand the relationships of integers and their properties that can be explored and generalized to other mathematical domains; A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.4. concepts of space and shape: 3.H.4.a : - understand the properties and relationships of geometric figures;


A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.4. concepts of space and shape: 3.H.4.b : - understand geometry and measurement from both abstract and concrete perspectives and identify real world applications;


A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.5. data investigations: 3.H.5.a : - use a variety of conceptual and procedural tools for collecting, organizing, and reasoning about data;


A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.5. data investigations: 3.H.5.b : - apply numerical and graphical techniques for representing and summarizing data;


A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.6. concepts of randomness and uncertainty: 3.H.6.a : - probability as a way of describing chance in simple and compound events;


A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.6. concepts of randomness and uncertainty: 3.H.6.b : - the role of randomness and sampling in experimental studies;


A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.7. mathematical processes: 3.H.7.a : - know how to reason mathematically, solve problems, and communicate mathematics effectively at different levels of formality;


A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.7. mathematical processes: 3.H.7.b : - understand the connections among mathematical concepts


18

and procedures, as well as their application to the real world;A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.7. mathematical processes: 3.H.7.c : - understand the relationship between mathematics and other fields;


A teacher of children in kindergarten through grade 6 must demonstrate knowledge of fundamental concepts of mathematics and the connections between them. The teacher must know and apply: 3.H.7. mathematical processes: 3.H.7.d : - understand and apply problem solving, reasoning, communication, and connections;

8710.3200, Subp. 3, Standard H7d, Teachers of Elem. Ed.

Social Sciences Courses (e.g. Psychology, Geography, History)Student Learning Outcomes PELSB

Subject Matter Standards

A teacher of children in kindergarten through 6th grade must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply: 3.I.2 concepts of: 3.1.2.a: - culture and cultural diversity;

8710.3200, Subp. 3, Standard I2a, Teachers of Elem. Ed.

A teacher of children in kindergarten through 6th grade must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply: 3.I.2 concepts of: 3.I.2.b: The ways human beings view themselves in and over time

8710.3200, Subp. 3, Standard I2b, Teachers of Elem. Ed.

A teacher of children in kindergarten through 6th grade must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply: 3.I.2 concepts of: 3.I.2. c: -the interaction between people, places, and environments

8710.3200, Subp. 3, Standard I2c, Teachers of Elem. Ed.

A teacher of children in kindergarten through 6th grade must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply: 3.I.2 concepts of: 3.I.2.d: -individual development and identity

8710.3200, Subp. 3, Standard I2d, Teachers of Elem. Ed.

A teacher of children in kindergarten through 6th grade must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply: 3.I.2 concepts of: 3.I.2.e: -interactions among individuals, groups, and institutions

8710.3200, Subp. 3, Standard I2e, Teachers of Elem. Ed.

A teacher of children in kindergarten through 6th grade must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply: 3.I.2 concepts of: 3.I.2.f: -how people create and change structures of power and authority and of governance

8710.3200, Subp. 3, Standard I2f, Teachers of Elem. Ed.

A teacher of children in kindergarten through 6th grade must demonstrate knowledge of fundamental social studies

8710.3200, Subp. 3, Standard I2g, Teachers of Elem. Ed.

19

concepts and the connections among them. The teacher must know and apply: 3.I.2 concepts of: 3.I.2.g: -how people organize for the production, distribution, and consumption of goods and services and how those choices impact the environment; A teacher of children in kindergarten through 6th grade must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply: 3.I.2 concepts of: 3.I.2.h: -the relationships among science, technology, and society;

8710.3200, Subp. 3, Standard I2h, Teachers of Elem. Ed.

A teacher of children in kindergarten through 6th grade must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply: 3.I.2 concepts of: 3.I.2.i: -global connections and independence;

8710.3200, Subp. 3, Standard I2i, Teachers of Elem. Ed.

A teacher of children in kindergarten through 6th grade must demonstrate knowledge of fundamental social studies concepts and the connections among them. The teacher must know and apply: 3.I.2 concepts of: 3.I.2.j: -the ideals, principles, and practices that promote productive community involvement;

8710.3200, Subp. 3, Standard I2j, Teachers of Elem. Ed.

Arts Courses – One visual arts course, one performing arts course Student Learning Outcomes PELSB Subject Matter Standards

A teacher of children in Kindergarten through grade 6 must demonstrate knowledge of fundamental visual and performing arts, including music, dance, and theater, concepts and the connections among them. The teacher must: 3.L.1: - understand the basic structural elements, principles, and vocabulary of the visual and performing arts

8710.3200, Subp. 3, Standard L1, Teachers of Elem. Ed.

A teacher of children in Kindergarten through grade 6 must demonstrate knowledge of fundamental visual and performing arts, including music, dance, and theater, concepts and the connections among them. The teacher must: 3.L.2: -be able to perform and create using the basic elements and processes of visual and performing arts


A teacher of children in Kindergarten through grade 6 must demonstrate knowledge of fundamental visual and performing arts, including music, dance, and theater, concepts and the connections among them. The teacher must: 3.L.4: -understand the role of visual and performing arts in culture


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Degree Map and Course SequencingThis is an example of a degree map/course sequencing for a full-time student in the Elementary Education Foundations Transfer Pathway. Students are encouraged to see their advisor to facilitate planning a part-time schedule.

21

Sample: Normandale Elementary Education Foundations Transfer Pathway ASSemester 1 Courses

EDUC 1101, Intro. to EducationMath 1050, Found. Of Math 1BIOL 1100, Survey of BiologyENGC 1101, Freshman Comp.

Credits

4 cr3 cr4 cr.4 cr.

Semester 2

Courses

Math 1060, Found. Of Math 2EDUC 2222, Multicultural Educ.PHYS 1001 & 2, Physics & labHLTH 1106, Drug Use/AbuseCOMM 1101, Public Speaking

Credits

3 cr3 cr4 cr3 cr3 cr

Semester 3 Courses

EDUC 2101, Educ. TechnologyART 1101, Visual ArtsGEOG 1121, World Regional GeogPSYC 1109, Child/Adolescent DevSOC 1103, Social Change…

Credits

3 cr3 cr3 cr3 cr3 cr.

Semester 4

Courses

MATH 1070, Found. Of Math 3GEOG 1125, GEOG of US & CanadaPOLS 1130, U S PoliticsTHTR 1151, Acting EDUC 2223, Found. Of InstructionENGT 1050, Bridging Eng & Educ (opt.)

Credits

3 cr3 cr3 cr3 cr2 cr 3 cr opt.

Credits 30 cr 30 cr = 60 crMnTC Cr 45 cr

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Minnesota State University, MankatoProfessional Education (60 credits)

Block I (17 credits)

EEC 423 Field Exp. for the Diverse Classroom I 1

EEC 411 Elementary Math Methods Primary 2

EEC 427 Instructional Planning & Assessment 2

EEC 412 Kindergarten Methods & Mat 3

EEC 422W Literacy Fundamentals 5

EEC 444 Elementary Science I 4

Block II (16 credits)

EEC 432 Social Studies for Elem Classroom 3

EEC 454 Elementary Science II 4

EEC 433 Field Exp. for the Diverse Classroom II 1

EEC 431 Elem Math Methods Intermediate 3

EEC 438 Creating Environments for Learning 1

EEC 434 Literacy Methods 4

Student Teaching I (15 credits)

EEC 421 Multi-Tiered Systems of Support 4

EEC 463 Elementary Student Teaching I 1

EEC 424 Spec Ed & Behav Needs in El Ed 3

ENG 491 Teach English Language Learners 4

EEC 401 Music for Elem. Teachers 1

EEC 405 Art for Elem. Teachers 1

EEC 415 Physical Ed. for Elem. Teachers 1

Student Teaching II (12 credits)

EEC 473 Student Teaching Elem II 12

TOTAL CREDITS 60

Updated October, 2019

Note: The transfer pathway course requirements have not changed. The PELSB Content/Subject Matter and Standards of Effective Practice have been aligned in tables with the Student Learning Outcomes by course.

Metropolitan State University Elementary / K-6 Licensure Transfer

Year Semester 1 Semester 2

3

ED BLOCK 1

Child & The Urban Family (2) EDU 341 The Arts (3) EDU 361Information Technology (2) EDU 383Physical Development (3) EDU 331Curriculum (4) EDU 323Practicum I (0-1) EDU 311

14 - 15 credits

ED BLOCK 2

Math for Teachers (4) MAED 106Children’s Literature (3) EDU 330Assessment (3) EDU 333Foundation of Reading (3) EDU 483Classroom Management (3) EDU 345

16 credits

4

ED BLOCK 3

Reading Methods (3) EDU 487Practicum (0-1) EDU 450 English Language Learners (3) EDU 435Curriculum (4) EDU 481 Disabilities(3) EDU 484Language Arts Methods (3) LAED 440

ED BLOCK 4

Science Methods (4) SCED 440Social Studies Methods (3) SSED 440Math Methods (4) MAED 440Foundations (3) EDU 430

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Minnesota State University Moorhead Sample Pathway

Semester 1 Semester 2

3

EIE Embed 1 Block*Fdns & Methods of Reading/Writing P-3 (4 cr), STL 341*Learning Environment (3 cr), STL 443

Additional ClassesEnglish Composition & Literature II (3 cr), ENGL 202

Social Studies for Teachers (2 Cr), STL 226 Social Foundations of Education (3 cr), ED 310

15 CreditsSARTE admission required for admission to Embed 1 Block courses

EIE Embed 2 Block*Classroom Assessment (3 cr), STL 388*Effective Teaching (3 cr), STL 413*Advanced Reading/Writing P-3 (3 cr), STL 442

Additional Classes Technology in the Classroom (2 cr), STL 327 Children’s Literature: Content & Methods (4 cr), EECE 441

15 credits SARTE retention required for admission to Embed 2 Block courses

4

EIE Embed 3 Block*Building Partnerships (3 cr), STL 428*Methods-Teaching Elementary Science (3 cr), STL 474*Methods-Teaching Reading & Writing, Grade 4-6 (3cr), STL 475*Methods-Teaching Elementary Social Studies (3 cr), STL 476*Methods-Math in Elementary School (3 cr), MATH 406

Apply for Student Teaching

15 CreditsSARTE retention required for admission to Embed 3 Block courses All non-block, Embed 1 & Embed 2 courses must be completed prior to this block

Student Teaching *Student Teaching (15 cr,) **STL 481E

15 CreditsSARTE retention required for admission to Student Teaching Block All program courses must be completed prior to student teaching)

Total Credits = 60

* Classes listed in Italics must be taken in the blocks as indicated. Because some assignments may serve multiple purposes within these blocks, taking any of these courses independent of the blocks may result in you having to repeat certain assignments.

** or other required student teaching course, depending on additional licensure or location for student teaching

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SMSU Sample Pathway Major: Elementary Education, K-6 (B.S.) 60 creditsSemester Five (16 credits) Semester Six (16 credits)ED 102 Tech Classroom Application (2) MUS 391 Teaching Music in Elem (3)ED 220 ELA Methods & Assessment (3) ED 302 Developmental Reading (3)SPED 290 Intro to SPED & 15 hour Lab (3) SPAN 101 Beginning Spanish (4)ED 346 Children’s Lit (2) ED 363 Elementary Science: Methods & Lab (3)

ED 344 Elementary Social Studies (3) PE 381 Elementary School Phys Ed (2)ED 318 Kindergarten Method & Lab (3) ED 304 Professional Development & PSTE Lab (1)

Semester Seven (16 credits) Semester Eight (13 credits)ED 361 Elementary Math Methods & Lab (3) ED 444 Action Research II (1)ED 402 Early Literacy, Linguistics & Lab (3) ED 463 Student Teaching (PK-6 & Seminar (12)ED 453 Assessment in Education (2)

ED 443 Action Research I (2)ED 423 Classroom Management Theories & Lab (3)LEP 400 Contemporary Issues (3)Total Credits = 60 credits

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St Cloud State University Year Semester 1 Semester 2

3

ED BLOCK 1

*Children’s Lit (3 cr), ED 310*Kindergarten (3cr), ED 315*Information Media (2cr), IM 421

Additional Classes Intro to Exceptionalities (3 cr), SPED 203 PE and Health (2 Cr), PESS 398

Apply for Student Teaching

13 CreditsRequires completion of NES Basic Skills tests, technology competency tests, and 2.75 GPA for admission

ED BLOCK 2

*Curriculum (4 cr), ED 305*Foundations(3 cr), ED 414*ELL (2 cr), ED 460*edTPA I / Differentiation (1 cr), ED 306*Music (2 cr), MUSE 201 Additional Classes Intro to Ed Psych (3 cr), CEEP 361, may be taken w/ Block 1 ,

15 credits (Passing Scores on NES Basic Skills tests are required by September 15 or January 15 of the semester before student teach)

4

ED BLOCK 3

*Reading/LA 1(3 cr), ED 408*Inst. Math (3 cr), ED 407*Inst. Science (3 cr), ED 411 *Inst. Socl Studies(3 cr), ED 412*edTPA II / Plan and Assess (1 cr), ED 423 *Student Teaching (3 cr), ED 420

16 Credits(All non-block courses must be completed prior to this block)

ED BLOCK 4

*Reading/LA 2 (3 cr), ED 409*Classroom Management(3 cr), ED 406*edTPA III / Reflection and Evidence (1 cr), ED 424*Student Teaching (9 cr), ED 422

16 Credits(All non-block courses must be completed prior to this block)

TOTAL CREDITS = 60

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Winona State University Elementary Education PathwaySemester 1 Semester 2

EDUC 221 Children’s Literature 3 EDUC 333 Social Studies Methods 3

PESS 200 Physical Education for Elementary Teachers 2

HERS 310 Foundations of Elementary Health Education 2

EDFD 352 Introduction to Educational Technology 2 EDUC 335 Science Methods 3EDUC 328 Reading and Language Arts 1 3 EDUC 329 Reading and Language Arts 2 3Math 203 Number and Number Systems 3 Math 204 Technology-based geometry 3

EDFD 400 Human Development and Learning 2 EDFD 440 Curriculum, Instruction & Assessment 3

EDFD 460 Multicultural Youth, Children & Families Part I 2 EDFD 420 Classroom Management 1

Total Credits 17 18

Semester 3 Semester 4

SPED 300 Children and Youth with Exceptionalities 3 EDST 464 Student Teaching 12

MUS 320 Music for Elementary Teachers 2

ART 302 Art for Elementary Teachers 2

EDRD 450 Differentiated Reading Instruction 3 EDUC 334 Math Methods 3 EDFD 459 Professional Educator 3 EDFD 462 Multicultural Youth, Children & Families Part II 1

Total Credits 17 12

Needs to be finalized to be 60 credits total………………………….. TOTAL CREDITS 64

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Designated DegreesThis Elementary Education Foundations Transfer Pathway AS will transfer into specific designated majors at the universities within Minnesota State. A list of designated degrees will be posted at the Transfer Pathways website as the universities identify and approve them.

There are additional admission requirements into Elementary Education program beyond the requirements of the university itself. Students should check with the Elementary Education Department at the Minnesota State University you are interested in attending for the specific admission criteria to that program. Requirements may include experience working with and commitment to working with people of color, minimum GPA in specific courses, etc.

Additional Information about Transfer PathwaysThe Transfer Pathway was developed by a Transfer Pathway Team (TPT) composed of faculty, staff, and administrators. Midway through the development process, a proposed Transfer Pathway was vetted with a process including a discipline stakeholders’ meeting and the opportunity to provide feedback through a survey. The final Transfer Pathway was approved by the Transfer Pathways Coordinating Team (TPCT) and was made available to the campuses for implementation.

Responsibilities of the Associate Degree Institutions (Colleges) The AS leading to a parallel baccalaureate degree will include the minimum number of credits

and learning outcomes of -specific coursework that is preparatory for the major as defined in the transfer pathway. Institutional partnerships may be necessary in order to offer all courses at a college.

By awarding the transfer pathway AS, the degree granting institution is validating that the student has met the learning outcome requirements outlined in the transfer pathway.

The associate degree college will publish the transfer pathway at a minimum in the catalog and on the campus website.

Responsibilities of the Baccalaureate Degree Institutions (Universities) The baccalaureate degree university will recognize all learning outcomes attained within the

transfer pathway AS degree and accept the transfer student who has earned the Transfer Pathway associate degree with full junior standing.

Students will be accepted into a designated baccalaureate degree program as long as enrollment capacity is available and the student has met specific admission requirements of the program.

Transfer and direct entry students will be treated in the same manner with regard to university policy and procedure including, admission to the university major, minimum GPA and course work grade requirements. For example: The transfer of coursework with a grade less than a “C” (2.0 on a 4.0 scale) in the AS transfer pathway will be consistent with the policies of direct entry students at the university.

The baccalaureate degree university will publish the designated bachelor‘s degrees associated with the transfer pathway at a minimum in the catalog and on the campus website.

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Transfer Appeal ProcessEach bachelor degree university shall have a procedure through which a transfer student can appeal a decision that he/she believes is not consistent with this transfer pathway using the Transfer Review/Appeal process in eServices. The transfer appeal process shall be published, at a minimum, in the institution’s information (catalog, campus website).

Transfer Pathway Revision and AssessmentOnce a statewide Transfer Pathway has been approved, no amendments to the agreement will be considered within the initial six (6) months of the Transfer Pathway. After that time, an institution may send a proposed amendment to the TPCT for review. Any amendment to the approved pathway must be forwarded to the Transfer Governance Team. If the Transfer Governance Team determines the change to be substantive, they will recall the discipline TPT for review of the amendment. If the amendment is not substantive, the Transfer Governance Team will have at least thirty (30) days to review, comment and approve or deny the proposed amendments. The Transfer Governance Team will exercise the responsibility for monitoring the effectiveness of the Transfer Pathway and its implementation. The system office shall collect data annually from the institutions that will enable the Transfer Governance Team to assess the effectiveness of the Transfer Pathways in fostering a seamless transfer process and the academic success of the transfer students at the senior institutions. Institutional Resolution of Disputes

o In the event that an associate degree institution considers the decision of a bachelor degree institution to be inconsistent with this Transfer Pathway, the associate degree institution shall consult directly with the bachelor degree institution and attempt to resolve the matter.

o If the institutions are unable to resolve the issue, the associate degree institution may submit their concern to the system office. The system office will act according to the policies and procedures developed as part of the statewide transfer pathways to baccalaureate degree. The determination made by the system office will be binding upon the parties.

Implementation Date and Availabilityo Having fulfilled the requirements outlined in the Transfer Pathway to baccalaureate degree,

students transferring with an AA, AS, or AFA from a participating institution will be considered by the receiving baccalaureate institution to have received adequate preparation in the field of study at the foundation level and therefore eligible to transfer as a junior into advanced major coursework.

o Participating institutions will enact the Transfer Pathway in accordance to the timeline outlined by the TPCT, but no later than fall 2017 or 2018 (depending upon the transfer pathway).

o Continuation of the agreement remains in effect until such time as all cooperating institutions of the statewide transfer pathways to baccalaureate degree approve any revisions.

Maintenance of the Transfer Pathwayo The pathways will be reviewed by the discipline TPT every five years.o If major changes develop in the discipline curriculum, a review may occur sooner than five

years.

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Glossary of TermsAdvanced Coursework: Courses with advanced depth of content knowledge in the field of study and carry the expectation of more complex competencies identified in the expected student learning outcomes is referred to as advanced coursework. These courses may have prerequisites and are usually beyond the “Introduction to…” or “Foundation of…” level.

Associate of Arts (AA), Associate of Science (AS), and Associate of Fine Arts (AFA): A degree consisting of at least 60 college-level credits and designed for transfer into a baccalaureate degree program, and consistent with the definitions and requirements in System Procedure 3.36.1 Academic Programs.

Articulation Agreement: Articulation Agreements are formal agreements between two or more colleges and universities to accept credits in transfer toward a specific academic program. Articulation Agreements are mainly for specialized professional or technical programs offered at colleges that can be applied to a specific major at the receiving university, and the entire associate degree or program needs to be completed before transfer.

Career, Technical or Applied Courses: Courses that are part of a career degree that are very specific and may not have an equivalent course at the university.

Learning Outcome: Includes knowledge, skills, and demonstrated abilities the student develops from studying the required coursework and engaging in the experiential learning experiences of the degree.

Content: Specific topic areas and depth of instruction of the topic areas that need to be addressed for the student to be successful upon transfer. The content should align with competencies and be delineated in the agreement.

Designated Baccalaureate Degree: A bachelor’s degree program in a comparable field of study and with similar foundation-level discipline-specific competencies determined to be the receiving degree program for the transfer pathway (AA, AS, AFA) associate degree program.

Direct Entry Student: A student who entered a given university without first matriculating at another college.

Discipline-Related Courses: Courses the TPT identified as part of the associate degree in the transfer pathway that will apply to the designated baccalaureate degree. Discipline-related courses may be in areas other than the baccalaureate major. For example, chemistry courses can be discipline-related courses in the biology pathway toward a baccalaureate major in biology.

Foundation Coursework (Core/Beginning): Courses at a level of comprehension usually associated with freshman and sophomore students and typically offered during the first half of a baccalaureate degree program.

Learning Outcomes: TPT members developed statements that describe essential learning that students have achieved and which can be assessed and demonstrated at the end of a course or program.

Lower-Division Courses: Typically these courses do not require prerequisite knowledge or may require limited prerequisites. They are considered an introduction to the discipline or part of a foundation for the discipline. The skills developed include comprehension, analysis, synthesis, and application.

MnTC Framework: The number of credits and goal areas required for each associate degree type: AA – 40 credits and 10 goal areas; AS – 30 credits and 6 goal areas; AFA Theatre - 40 credits and 10 goal areas; AFA Music - 30 credits and 6 goal areas; AFA Art and all others – 24 credits and 6 goal areas.

Parallel Baccalaureate Degree: A bachelor’s degree program in a comparable field of study as the associate transfer pathway and with similar foundation-level discipline-specific competencies.

Transfer Pathway(s): The alignment of curriculum between colleges and universities to ensure efficient and effective movement of students from colleges to universities

Receiving Institution: The college or university to which a student is transferring courses or credits.

Transfer: The process by which a student moves courses/credits from one postsecondary institution to another.

Transfer Credit: The credit granted by a college or university for college-level courses or other academic work completed at another college, university, through a national exam, or through other means.

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Transfer Guide: A tool that guides a student on courses to take before transferring to a particular university.

Transfer Student: A student who enters a college or university after earning college-level credit at another college or university, through a national exam, or through other means.

Appendix A: University Admission RequirementsBemidji StateUniversity

Metropolitan State University

MinnesotaStateUniversity,Mankato

MinnesotaStateUniversity,Moorhead

Saint Cloud State University

SouthwestMinnesotaState University

Winona StateUniversity

UniversityMinimum GPARequirement

2.5 2.0 2.5 2.0 2.0 2.0 2.4

ProfessionalEd AdmissionGPA minimum

3.0 2.5 3.0 2.8 2.75 2.8 2.75

Basic Skills Learning Outcome Requirement

Attempted Attempted AttemptedAttempted

passedAttempted Attempted Attempted

Passed

Link to University Transfer Information www.bemi

djistate.edu/admissions/transfer/apply/

www.metrostate.edu/admissions

www.mnsu.edu/admissions/transfer/

www.mnstate.edu/admissions/transfer/admissionrequirements.aspx

www.stcloudstate.edu/transfer

www.smsu.edu/admission/

www.winona.edu/teachered/admission.asp

Link toProfessionalEducationAdmissionInformation

www.bemidjistate.edu/academics/departments/professionaleducation/admission_requirements/

www.metrostate.edu/applications/drep/files/UTP%20Application%20Undergrad%20Admission.pdf

http://ed.mnsu.edu/eec/programs/ee/normandale.html

navigator.mnstate.edu/Catalog/ViewCatalog.aspx?pageid=viewcatalog&catalogid=15&chapterid=182&topicgroupid=1592&loaduseredits=False

https://catalog.stcloudstate.edu/~/Catalog/ViewCatalogaspx?pageid=viewcatalog&catalogid=7&topicgroupid=1936

www.smsu.edu/resources/webspaces/academics/departments/education/Education%20Forms/TEP%20Application%20Forms/TEPApplicationInfo_pg1-5_1-6-17.pdf

www.winona.edu/teachered/admission.asp

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http://www.winona.edu/teachered/admission.asp



http://www.smsu.edu/resources/webspaces/academics/departments/education/Education%20Forms/TEP%20Application%20Forms/TEPApplicationInfo_pg1-5_1-6-17.pdf






http://www.metrostate.edu/applications/drep/files/UTP%20Application%20Undergrad%20Admission.pdf






http://www.smsu.edu/admission/

http://www.smsu.edu/admission/

http://www.stcloudstate.edu/transfer



http://www.mnstate.edu/admissions/transfer/admissionrequirements.aspx



http://www.mnsu.edu/admissions/transfer/



http://www.metrostate.edu/admissions



http://www.bemidjistate.edu/admissions/transfer/apply/







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