Curriculum and Instruction - Elementary Education (EDCI)College of Education
2311 Benjamin Building, 301-405-3324
Chair: F. Hultgren (Prof & Chair)
Professors: P. Afflerbach, D. Chazan, M. Dreher, D. Imig (Prof Of Practice), J. MacSwan (Prof, Affiliate Prof), B. Malen (Prof), J. McGinnis, J. Rice (Prof, Prof & Assoc Dean), O. Saracho, D. Sullivan, L. Valli, D. Wiseman (Dean)
Associate Professors: P. Campbell, R. Croninger, A. Elby (Assoc Prof, Affil Assoc Prof), D. Ketelhut, J. McCaleb, J. O'Flahavan, W. Slater, J. Turner
Assistant Professors: J. Ahn, T. Brown, T. Clegg, E. Hutt, M. Hyler, J. Walkoe
Affiliate Professors: E. Redish
Affiliate Associate Professors: S. Benson, R. Lavine
Professors Emeriti: M. Chambliss, B. Finkelstein, A. Graeber, W. Holliday, M. Johnson, S. Koziol, S. Selden
Teaching and Learning, Policy and Leadership offers an undergraduate curriculum in elementary education that leads to the Bachelor of Science. Courses offered in this program may be found under the following acronym: EDCI. Graduates of the Elementary Education program are prepared to teach grades 1 through 6, and meet the requirements for certification in Maryland and additional states that are affiliated with the Interstate Reciprocity Agreement through the Maryland State Department of Education (MSDE).
NOTE: The elementary education program is currently under review. Consult an advisor in the Office of Student Services (1204 Benjamin) for additional information.
Program Learning Outcomes
1. Elementary Education teacher candidates have in-depth knowledge of the subject matter that they teach as described in professional (Association for Childhood Education International, ACEI), state (MSDE), and institutional standards.
2. Elementary Education teacher candidates can effectively plan classroom-based instruction or activities for their roles as teachers. Candidates' knowledge, skills, and dispositions are applied effectively in practice.
3. Elementary Education teacher candidates practice evidence-based decision-making through the use of assessment as well as the critical interpretation of research and inquiry in order to improve educational practice. They accurately assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and have a positive effect on learning for all students.
4. Elementary Education teacher candidates demonstrate understanding of learners and their social and cultural contexts with a global perspective and intentional sensitivity to other cultures. They are able to work with students, families, and communities in ways that reflect the dispositions expected of professional educators as delineated in professional (ACEI), state (MSDE), and institutional standards.
5. Elementary Education teacher candidates competently integrate technology in instruction to support student learning and develop data-driven solutions for instructional and school improvement. They demonstrate proficiency in each of the seven Maryland Teacher Technology Standards.
Admission to the Major
Admission to the Teacher Education Professional Program is competitive. Admission procedures and criteria are explained in the College of Education entry.
Placement in Courses
The Elementary Education program includes both pre-professional and professional education course work. Before undergraduates may enroll in courses identified as part of the professional sequence, they must complete the selective admissions requirements and be fully admitted to the College of Education's Teacher Education program. Admission procedures and criteria are explained in the College of Education entry. To be eligible to enroll in professional sequence courses during the Fall semester, prospective majors must submit a completed application form by May 1st of the preceding Spring semester. Teacher candidates will not be permitted to enroll in professional sequence courses -- including the yearlong internship -- prior to completion of the selective admissions requirements and full admission to the College of Education.
Requirements for the Major
All Teacher Education Programs have designated pre-professional courses and a specified sequence of professional courses. Before undergraduates may enroll in courses identified as part of the professional sequence, they must complete the selective admission requirements and be fully admitted to the College of Education's Teacher Education Program. An overall grade point average of 2.75 must be maintained after admission to Teacher Education. All teacher candidates are required to obtain satisfactory evaluations on the College of Education Foundational Competencies/Technical Standards and to attain qualifying scores for the State of Maryland on the Praxis I and Praxis II assessments. Praxis I is required for admission, and Praxis II is required for the teaching internship and graduation. The culminating experience is the yearlong internship, which takes place in a Professional Development School.
Other Requirements for the Major
An overall grade point average of 2.75 must be maintained after admission to Teacher Education. All teacher candidates are required to obtain satisfactory evaluations on the College of Education Foundational Competencies/Technical Standards and to attain qualifying scores for the State of Maryland on the Praxis I and Praxis II assessments. Praxis I is required for admission, and Praxis II is required for the teaching internship and graduation. The culminating experience of the program is the yearlong internship, which takes place in a Professional Development School (PDS)/collaborating partner school.
Advising is mandatory for all elementary education majors. For more information or to schedule an advising appointment, contact the Office of Student Services (301-405-2364).
EDCI 280 (Looking Inside Schools and Classrooms) typically is taken during the sophomore year. This course, which is part of the gateway requirements for admission to the Elementary Education Teacher Education Program, provides an exploration of teaching in the public schools. This course includes a three hour per week field component.
During the senior year of the program, teacher candidates complete a yearlong internship in a network of professional development school settings (PDS Networks). These sites reflect the linguistic, ethnic and economic diversity that is characteristic of the Greater Baltimore-Washington D.C. region. For additional information about the yearlong internship, see the College of Education entry.
Scholarships and Financial Assistance
The Office of Student Financial Aid (OSFA) administers all types of federal, state and institutional financial assistance programs and, in cooperation with other university offices, participates in the awarding of scholarships to deserving students. For information, visit: www.financialaid.umd.edu .