The Elementary Education program strives to prepare elementary teacher candidates for twenty-first century schools. Students in the program develop necessary skills, knowledge and dispositions to create socially just classrooms for all learners. During the first two years, students complete program requirements designed to build knowledge of content across multiple disciplines. During the final two years, students are admitted into a cohort. In this cohort, students develop pedagogical knowledge and skills in elementary methods courses that focus on critical reflection, racial equity, culturally responsive teaching, and integrating technology. A key part of the Elementary Education program is completion of several extensive field experiences in elementary classrooms, which culminate in a year-long student teaching experience.
|Program||Locations||Major / Total Credits|
|Elementary Education BS||BS - Bachelor of Science||
||76 / 120|
|Elementary Education STEM CERT||
|Middle School Communication Arts Literature Minor||
Policies & Faculty
Note: Requirements related to teaching majors are subject to change as new rules governing teacher licensure are adopted by the Board of Teaching.
Admission to the Major.
- Completion of 30 credits.
- Cumulative grade point average of 3.00 or better.
Admission to Professional Education.
- MATH 201; ELE 215 and ELE 222W
- Cumulative GPA of 3.00 or higher
- Completion of 40 credits
- Completion of or registration for Basic Skills Examination
- Completion of National Criminal Background Check
- Proof of liability insurance
Admission to Blocks. Admission to Blocks is based upon a competitive application process that includes factors such as, professional dispositions, program course completion, and GPA. While in Blocks students will be monitored for:
- Successful completion of coursework
- Successful completion of field experiences
- A cumulative GPA of 3.00 or higher
- Evaluation of professional dispositions
- Completion and validation of application materials one year prior to student teaching semester.
- Completion of National Criminal Background Check.
Admission to Student Teaching (119 Armstrong Hall)
Student teaching at Minnesota State Mankato is a results-oriented, performance based 16-week program requiring the demonstration of an acceptable level of teaching performance in the areas of planning and preparation, enhancing the learning environment, teaching for student learning, and professionalism. Multiple methods of assessment are used and evidence collected to provide a view of the teacher candidate’s skills and dispositions. These methods include direct observations of teaching activities by public school and university faculty, the use of videotaped lessons and activities for self-assessment, use of logs, participation in learning communities, and participation in activities reflective of the professional responsibilities of teachers (e.g., parent conferences). The Director of the Office of Field and International Experience requests placements for all teacher candidates in partner districts, especially our Professional Development Schools. Teacher candidates should not contact schools regarding their placement.
Admission to the student teaching experience is contingent upon completion of:
- Completion of all coursework in major and General Education requirements.
- A cumulative GPA of 3.00 or higher; grades of “C” or higher in all program requirements.
- Admittance to Professional Education.
- Completion of all professional education course work.
- Completion and validation of formal application materials one year prior to student teaching semester.
- Attendance at all preliminary student teaching meeting(s).
- Recommendation of advisor.
- Approval of placement by school district administration, a mentor teacher, and Director of the Office of Field and International Experience, and completion of Minnesota State Police Background check materials.
ELE 432 Field Experience: Integrating Methods in the Elementary Classroom and ELE 440 Student Teaching: Integrating Methods in the Elementary Classroom make up a year-long student teaching experience. Year-long student teaching placements are consecutive and take place during the last two semesters in the same one classroom. These typically take place in our professional development schools.
Study abroad experiences may be available during student teaching. Selection is based on personal interview, faculty recommendation, and grade point average. Students develop interpersonal communication skills and dispositions for living in a global society. Student participating in study abroad opportunities will be required to complete course requirements in a shorter timeframe, but they are compatible with the year-long student teaching experience. Additional fees will be incurred with participation in student teaching abroad programs.
Teacher Licensure (118 Armstrong Hall)
The University recommends licensure to a state upon satisfactory completion of a licensure program. However, licensure does not occur automatically through graduation and the awarding of a diploma. Students need to make application for a Minnesota teaching license at the close of the term in which they graduate. The College of Education, 118 Armstrong Hall, coordinates the licensure process. In addition to meeting all program requirements, the Basic Skills examination in reading, writing, and mathematics needs to be successfully completed, as well as the Elementary Pedagogy and Content examinations. Minnesota State Law requires that all candidates applying for initial licensure in this state be fingerprinted for national background checks. A conduct review statement will also need to be completed and signed. There is a fee for the background check. There is a fee for the issuance of a Minnesota teaching license.
GPA Policy. All coursework listed in the elementary Education degree requires a cumulative GPA of 3.00 and a grade of “C” or higher. Students must achieve at least a 3.00 GPA in Professional Education courses.
Undergraduate/Graduate Requirements: A student may apply for admission to a combined undergraduate/graduate program. The student must complete at least 60 undergraduate credits before applying to a graduate program. A max of 12 credits at the 400/500-level may be double-counted toward both an undergraduate and graduate program. The graduate program advisor will authorize the double-counted courses for which a student may register. A student pays graduate tuition for a double-counted course. A student must be registered for a double-counted course in the same semester (e.g., no backdating of a 400-level to a 500-level is permitted).
Department Requirements: Undergraduates pursuing a STEM Certificate in Elementary Education must be admitted to professional education and earn a B or higher in ELE 436, ELE 446, and ELE 467.
Admission to major and Professional Education is granted by the Advising Office, 117 Armstrong Hall.
328 Armstrong HallMain Office (507) 389-1516
Credits: 1-4An experience/project designed by the student and advisor to provide for further study of a topic or component within the realm of elementary education. Could be exploratory in nature.
Credits: 1-4An opportunity to truly research an area within elementary education to provide a more in depth understanding.
Credits: 3Methods for young children's visual and performing arts to enhance children's initiative, creativity, and self-esteem while focusing on fine motor development.
Credits: 1Advanced methods and approaches for organizing the classroom for effective instruction and for addressing more serious discipline matters.
Credits: 1To provide the methods and materials necessary to teach music in the elementary classroom.
Credits: 1This course is designed to provide necessary methods and materials for use in teaching art in the elementary classroom.
Credits: 2This course is designed to develop elementary teacher candidates¿ understanding of mathematics content, children¿s mathematical thinking, and creating high-cognitive demand tasks as well as cultivating an equity mindset that is needed to teach mathematics to increasing diverse student populations. This course will strengthen teacher candidates¿ understanding of number sense, place value, addition, and subtraction concepts taught in primary grade classrooms.
Credits: 1This course is designed to prepare the elementary classroom teacher with methods and materials for teaching physical education.
Credits: 4Assessment (benchmarking, progress monitoring & diagnostic) and strategies for assisting struggling learners in reading and mathematics within the Response to Intervention (RTI) framework. Coreq: EEC 424 and Eng. 491
Credits: 4This course explores young children's (birth to age 8) development of emergent literacy skills related to reading, writing, visual representation, speaking, listening, and viewing. The role of parents and early childhood learning environments are included. Observation, assessment, and strategies to promote emergent literacy are discussed. The use of appropriate children's literature is promoted.
Credits: 1A field experience focused on diagnosis and remediation of the struggling reader.
Credits: 3Provides elementary education majors with information about special needs students in the regular classroom. Including strategies for effectively teaching and managing behavior of these students.
Credits: 2Students will develop the knowledge they need to understand the difference between assessment and evaluation; what validity, reliability and bias mean; the uses, advantages and limitations of different types of assessments and how to interpret their results. Students will also design assessments and scoring instruments.
Prerequisites: EEC 333
Credits: 3TThis course is designed to develop elementary teacher candidates¿ understanding of mathematics content, children¿s mathematical thinking, and high-leverage practices as well as cultivating an equity mindset that is needed to teach mathematics to increasing diverse student populations. This course will strengthen teacher candidates¿ understanding of multiplication, division, fraction, decimal and algebraic concepts taught in intermediate classrooms.
Credits: 3Selection and organization of content, materials, activities, and procedures for the elementary classroom.
Credits: 3A theoretical and practical base for conferencing and collaboration with parents of children with special needs and other professionals during the IFSP or IEP team process. Spring
Credits: 1Science/health/math experience in elementary classrooms. Coreq: EEC 322, 324, 407, 421, 444
Credits: 3This course is designed to provide students with a variety of experiences and teaching methodologies for teaching life science topics in the elementary classroom.
Credits: 4A theoretical and practical methods course pertaining to children¿s intermediate literacy development.
Credits: 3This course is designed to provide students with a variety of experiences and teaching methodologies for teaching physical science topics in the elementary classroom.
Credits: 3Facilitation of understanding of supervising staff, program management and leadership in early care; addresses issues and methods for personnel working in public and private settings for young children from birth to age 8.
Credits: 4This course is the first semester of elementary (K-6) student teaching. It includes lesson planning, small and whole group teaching, designing assessments and planning interventions.
Credits: 12Student teaching in the elementary school. Includes weekly seminar. Prereq: Methods Courses; admission to student teaching.
Prerequisites: Methods Courses; admission to student teaching.
Credits: 3-6Student teaching projects determined jointly by student and advisor.
Credits: 1-3The workshop format provides teachers and others opportunity to study a specific topic in a shortened, hands-on course.