The Elementary Education Program was developed in response to a need for Native American representation in public schools locally and nationally. Associate Degree Graduates are prepared to work as paraprofessionals in public school districts or continue on to receive a Bachelor’s Degree in Elementary Education. After meeting specified requirements, students may enroll in the Teacher Education Program (TEP) for third and fourth year courses. Requirements for acceptance into the TEP are outlined in the Elementary Education Student Handbook.
The Elementary Education degree program at SKC is fully approved by the Montana Board of Public Education and the MT Office of Public Instruction and leads to licensure to teach in grades Kindergarten through grade 8. It is one of nine recognized and accredited elementary teacher preparation programs in Montana. The largest of the Division of Education’s degree programs, the Elementary program at SKC attracts many diverse candidates, from many different communities. Our EE program focuses on teacher training that emphasizes constructivist learning and culturally responsive teaching and learning.
For more information on SKC’s Elementary Education program, contact Dr. Amy Burland, Early Childhood/Elementary Dept. Chair: (406) 275-4761 email@example.com
To view the courses required for both the Associate and Bachelor degrees, click here.
To access EE program documents and resources relevant to the Elementary Education program, click here.
To access the Early Childhood and Elementary Education Facebook site, click here.
Upon completion of the Bachelor of Science degree, candidates will demonstrate skills, dispositions and knowledge in relationship to the following principles. The ten principles reflect the national InTASC Standards for teacher preparation, and are the same ten principles candidates will build their Teacher Education Program (TEP) Portfolios around.
Standard #1 – Learner Development
The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2 – Learning Differences
The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3 – Learning Environments
The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Standard #4 – Content Knowledge
The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5 – Application of Content
The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard #6 – Assessment
The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7 – Planning for Instruction
The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8 – Instructional Strategies
The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard #9 – Professional Learning and Ethical Practice
The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10 – Leadership and Collaboration
The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.