Oct 20, 2017
The Associate of Arts (A.A.) degree in Teacher Education prepares students to pursue a Bachelor’s degree in Education and ultimately enter the teaching profession, when they have already earned 35 or more credits in another major. It does not transfer seamlessly to Maryland four-year institutions offering Teacher Education programs.
Type of Credential
Associate of Arts (A.A.)
This is a suggested full-time schedule for a student who has completed any developmental course work and has no transfer credits. Refer to the College catalog for specific requirements in selecting General Education Courses .
Courses Needed for This Program*
General Education Requirements and Electives - 35 Credits
General Education Requirements:
General Education Electives:
Choose courses in each category from the list of approved General Education courses . One course must be a Diversity course.
Students must have at least 60 credits for an associate degree. Students who choose to take 3 credits of Mathematics and 7 credits of Biological and Physical Sciences, rather than 4 and 8, may need to take an additional class in order to reach at least 60 credits.
- Biological and Physical Sciences (from 2 different disciplines or 2-course sequence, 1 with a lab) 7 Credit(s).
- Information Technology 3 Credit(s).
- Mathematics 4 Credit(s).
- Social and Behavioral Sciences 3 Credit(s).
- Wellness and Health 3 Credit(s).
Program Requirements and Electives - 25 Credits
Choose 6 credits that meet transfer institution requirements.
Total Credits Required for Degree: 60*
*Credit students who are new to college (no successfully completed transferable college credits from other institutions) are required to take ACDV 101 - Academic Development: Transitioning to College . This 1-credit course is designed to be taken in the first semester at CCBC. Students must provide an official transcript(s) from an accredited institution to document successful completion of college coursework for the ACDV 101 requirement to be waived.
**Completion of EDTR 120
and EDTR 121
fulfills the requirements for the 90-hour certification in Early Childhood in the state of Maryland.
***Completion of EDTR 122 fulfills the requirements for the 45-hour certification in Infant and Toddler in the state of Maryland.
****Completion of EDTR 123 fulfills the requirements for the 45-hour certification in Group Leader in the state of Maryland.
This degree is provided for students who changed their major from another program or degree option where they earned 35 or more credits. It does not transfer seamlessly to Maryland four-year institutions offering Teacher Education programs. Students pursuing the A.A. degree option must meet with the CCBC Teacher Education Director or their campus coordinator before registering for classes.
Early Childhood Education in Maryland includes pre-K – grade 3.
Upon successful completion of this degree option, students will be able to:
- demonstrate understanding of how children learn and develop by analyzing instructional practices and student behaviors during an observation in an authentic setting;
- provide learning opportunities that support a child’s intellectual, social, and personal development by creating instructional activities that are developmentally appropriate;
- understand diversity and its connection to learning by analyzing hypothetical scenarios;
- use an understanding of individual and group motivation and behavior that encourages positive social interaction, active engagement in learning, and self-motivation by analyzing instructional practices and student behaviors during an observation in an authentic setting;
- understand how to foster active inquiry, collaboration, and supportive interaction in the classroom using verbal, non-verbal, and technological communication techniques by creating a lesson plan using the Common Core Curriculum Frameworks;
- be reflective and continually evaluate the effects of his or her choices and actions on self and others by completion of their Individual Development Plan; and,
- understand the importance of fostering relationships with colleagues, families, and the larger community by utilizing technology to identify school-and community-based resources that support parents and families.