Dec 17, 2024

Catalog 2018-19

Catalog 2018-19 [ARCHIVED CATALOG]

Elementary Education/Elementary Special Education

Important Information

Short Description

The degree programs in Teacher Education prepare students to enter the teaching profession. The Teacher Education Program offers the Associate of Arts in Teaching (A.A.T.) degree that provides a guaranteed path for students seeking a seamless transfer to Maryland four-year public, independent, and most private institutions in the teacher education major.

Type of Credential

Associate of Arts in Teaching (A.A.T.)

Program Code

198

Contacts and Additional Information

Department Chair:

Linda Gronberg-Quinn
443-840-4153 or lgronberg@ccbcmd.edu

Campus Coordinators:

CCBC Catonsville, Paul Taylor
443-840-4236 or ptaylor3@ccbcmd.edu

CCBC Essex, Linda Gronberg-Quinn
443-840-2177 or lgronberg@ccbcmd.edu

CCBC Dundalk, Linda Gronberg-Quinn
443-840-4153 or lgronberg@ccbcmd.edu

Additional Information:

Opportunities for Prior Learning Assessment (PLA) - For Teacher Education, see Departmental Exam, CLEP, and DSST. Several General Education classes also have PLA opportunities.
Articulation and Transfer Agreements

Semester Sequence

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 - 48 Credits

General Education Requirements:

ASTM 101 - Astronomy 3 Credit(s).
ASTM 102 - Astronomy Laboratory 1 Credit(s).
BIOL 108 - Investigating the Living World 4 Credit(s).
CMNS 101 - Fundamentals of Communication 3 Credit(s).
CSIT 101 - Technology and Information Systems 3 Credit(s).
ENGL 101 - College Composition I 3 Credit(s).
ENGL 102 - College Composition II 3 Credit(s).
ERSC 101 - Earth Science 4 Credit(s).
FAPA 101 - Introduction to Fine and Performing Arts 3 Credit(s).
PSYC 101 - Introduction to Psychology 3 Credit(s).
PSYC 105 - Multicultural Psychology 3 Credit(s).
or
SOCL 141 - Racial and Cultural Minorities 3 Credit(s).
MATH 131 - Concepts of Mathematics I: Numeration Systems and Operations 4 Credit(s).
MATH 132 - Concepts of Mathematics II: Geometry and Measurement 4 Credit(s).
MATH 153 - Introduction to Statistical Methods 4 Credit(s).
PEFT 101 - Lifetime Fitness and Wellness 3 Credit(s).

Program Requirements and Electives - 18 Credits

Program Requirements:

EDTR 101 - Foundations of Education 3 Credit(s).
EDTR 107 - Introduction to Special Education 3 Credit(s). **
EDTR 120 - Child Growth and Development 3 Credit(s).
EDTR 215 - Educational Psychology 3 Credit(s).
or
PSYC 215 - Educational Psychology 3 Credit(s).
EDTR 242 - Processes and Acquisition of Reading 3 Credit(s).
EDTR 273 - Field-Based Experience 3 Credit(s). (Elementary Education)

Total Credits Required for Degree: 66*

Notes

*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.

**The Introduction to Special Education (EDTR 107) course required at CCBC is a necessary requirement of the College’s A.A.T. in Elementary/Elementary Special Education degree but is not sufficient to meet all special education or inclusion course requirements for four-year education programs. Students may be required to take additional special education or inclusion courses as a part of the requirements for a baccalaureate degree and teacher education certification at four-year institutions.

No course substitutions or course waivers are given in the A.A.T. degree.

NOTE: Minimum GPA: 2.75
Required Exit Portfolio
Required passing score on one of the following Academic Skills Assessments per the Maryland State Department of Education http://www.marylandpublicschools.org/about/Pages/DEE/Certification/testing_info/praxis1.aspx

Praxis Core Academic Skills for Educators	Test Code	MD Score
Reading (sr - 85 min.) and	5712	156
Writing (sr & cr - 100 min.) and	5722	162
Mathematics (sr - 85 min.)	5732	150
Praxis I: PPST/CPPST Prior to September 1, 2014 Reading Writing Mathematics	5710 5720 5730	527
SAT (prior to April,1995) (math and verbal)	-	1000
SAT (after April, 1995) (math and verbal or math and critical reading)	-	1100
GRE (prior to September 1, 2011) (math and verbal)	-	1000
GRE (taken as of September 1, 2011) (math and verbal)	-	297
ACT	-	24

~ The previous A.A.T. degree, Elementary Education/Generic Special Education Pre K-12, prepares the student to transfer to a Maryland institution to major in Elementary Education and/or Generic Special Education Pre K-12. The new AAT degree, Elementary Education/Elementary Special Education, prepares the student to transfer to a Maryland institution to major in Elementary Education and/or Elementary Special Education.

Program Description

The A.A.T. degree is the transfer option for students in elementary teacher education major. This degree guarantees a seamless transfer to Maryland four-year public and most private institutions in the teacher education majors. Students should note the differences between the A.A. and the A.A.T. degrees, especially the requirements of successful passage of the SAT, ACT, or GRE and the minimum 2.75 GPA.

Elementary Education includes grades 1-6.

Program Outcomes

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.