Elementary Education (B.A.)
The School of Education offers a B.A. in Elementary Education in conjunction with the School of Professional and Graduate Studies.
Faculty and Administration
Dr. Christine Carrino Gorowara, Dean of the School of Education
Ms. Cachanda Orellana, Assistant Dean of the School of Education
Ms. Yema Gbondo, Program Coordinator and Education Advisor
Dr. Marie Celeste, Associate Professor
Dr. Jennifer Lee, Associate Professor, Program Chair
Mr. Michael Rowe, Assistant Professor
Dr. Randi Stone, Assistant Professor
Faculty in the School of Education also support Trinity’s undergraduate education programs.
Description
The Elementary Education B.A. prepares undergraduate students for teaching careers. Trinity’s teacher preparation programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and approved by the District of Columbia Office of the State Superintendent of Education (OSSE). Course syllabi and assessments reflect the standards of the Interstate New Teacher Assessment and Support Consortium (InTASC).
Candidates who successfully complete the Elementary Education B.A. program and fulfill the other requirements set by OSSE are eligible for Standard Teacher Credential in Elementary Education (grades 1-6) in the District of Columbia. Once licensed, candidates may apply for reciprocity in other jurisdictions. Prospective students should also refer to the Teacher Education Programs – Certification Information webpage.
Program Requirements
School of Professional Studies students who plan to apply to the Elementary Education program must complete a set of required general education core and corequisite courses along with major course requirements. Students are strongly advised to enroll in courses in the recommended sequence on their programs of study. A Trinity undergraduate degree requires 120 credits.
In addition to the credits required in the core curriculum sequence and the major, student must enroll in electives to meet the 120 credits requirement for the B.A. at Trinity. Education majors may take additional education courses and/or core liberal arts courses, or they may choose to take concentration courses to develop a second area of expertise, in order to meet the 120-credit requirement.
Core Curriculum
BIOL 101 Introduction to BiologyExplores various aspects of biology from cell structure to metabolism, diversity and ecology. The course consists of two hours of lecture and three hours of laboratory per week. Recommended for non-science majors. There is an additional laboratory fee for this course. Formerly BIO 101 Introduction to Biology.
4 credits
FLC Area I
Core Area II
General Education Curriculum: Knowledge and Inquiry
COM 225 Intercultural CommunicationApplies basic principles of intercultural communication to the analysis of specific situations involving cultural differences. Emphasis is on the influence of culture on the communication process, including differences in values, assumptions, and communication. Models of intercultural communication analysis are developed and applied to issues dealing with relations between a dominant society and subcultures, social change, and international relations.
3 credits
Core Area I: Skills for Work and Life
COM 290 Public SpeakingExamines theory and practice of public speaking. Students will prepare and present informative and persuasive speeches. Audience analysis, research, speech organization, delivery and effective persuasive strategies will be covered.
3 credits
FLC Area I
Core Area I: Skills for Work and Life
ENGL 107 College CompositionDevelops effective writing of evidence-based, thesis-centered academic essays. Emphasizes the research and documentation skills necessary for successful academic writing. Focuses on argumentative essays that build to a substantive research paper. Formerly ENG 107 College Composition.
3 credits
General Education: Foundational Skills Area
FLC Area I Core Area I: Skills for Work and Life
HIS 130 Introduction to American CivilizationsExplores the major themes that have shaped the American experience from the Colonial period to 1890. Topics include the Age of Exploration and Discovery, the American Revolution, the causes of the Civil War, and industrialization and urbanization.
3 credits
General Education Curriculum: Knowledge and Inquiry
FLC Area II, History Cluster
INT 109 Information LiteracyIntroduces information literacy, skills, and technology tools that support the discovery, analysis, and integration used in critical thinking and constructing knowledge in the classroom and the larger world, including values and legal issues that impact ethical use of these tools.
3 credits
Core Area I: Skills for Work and Life
MATH 109 Foundations of MathematicsTeaches quantitative reasoning through relevant topics that promote quantitative literacy for the liberal arts, social sciences, and humanities. Topics include financial literacy, unit conversions, an introduction to linear and exponential functions and mathematical modeling, probability and statistics, and the use of math in political discourse. Formerly MAT 109 Foundations of Mathematics.
4 credits
Prerequisites: None
General Education and Core: Foundational Skills
PHIL 103 Reasoning and ArgumentationPresents examples of analysis and argumentation in order to examine what constitutes either a deductive and an inductive argument, the notions of validity and truth, the justificatory power of evidence as well as common informal fallacies. The course provides practice in various techniques of argumentation and critical analysis. Formerly PHI 103 Reasoning and Argumentation.
3 credits
General Education Curriculum: Foundational Skills Area
FLC Area III
Prerequisite CRS 101 - CAS Only
PHIL 245 Ethics IIntroduces the student to social ethics and the concepts of person and community by examining the moral traditions that inform our understanding of the individual. The course traces the focus of ethics from a concern about what kind of person to be to the more modern and narrow concern in how to act in both the public and private domains, acknowledging the ways in which our cultural and historical practices help shape our vision. Formerly PHI 212 The Moral Dimension: Persons and Community.
3 credits
General Education Curriculum: Values and Beliefs Area
Core Area III: Ethics and Moral Reasoning
PSYC 101 Introductory PsychologyIntroduces the student to the scientific study of the mind and behavior. All major sub-areas of psychology (social, developmental, clinical, physiological, motivation and emotion, sensation and perception) are explored, as well as the major theoretical perspectives (behavioral, cognitive, psychoanalytic, and humanistic). Formerly PSY 121 Introductory Psychology.
3 credits
General Education Curriculum: Knowledge and Inquiry Area
FLC Area V
Core: Area II
SOCY 100 Introduction to SociologyIntroduces students to the science of sociology and prepares students for upper-level social science course work. Formerly SOC 100 Introduction to Sociology.
3 credits
General Education Curriculum: Knowledge and Inquiry Area
FLC Area V
Core Area II: Understanding the Self and Society
Corequisite Courses
MATH 115 Mathematics for EducatorsThis core mathematics course covers numbers and quantity, data interpretation and representation, and algebra and geometry. This course will include a lab and online component providing a rigorous immersion into the content area. The content of this course will help to prepare students for the Praxis Early Childhood Education (5025) and Praxis Elementary Education: Mathematics (5003/7003) certification exams. 3 credits
POLS 103 The American Political ProcessOffers an introduction to the American political and governmental system, with emphasis on the processes, institutions, and actors involved in the system. Case studies are used to focus on contemporary issues and their backgrounds. Formerly PSC 123 American Political Process
3 credits
Core Area II: Understanding the Self and Society
Major Requirements
EDCC 205 Children, Families, Culture and the Community in Early ChildhoodThis course examines relationships among schools, children and families, introducing the complex social and cultural factors that influence children's development and learning, as well as the ethical guidelines that determine professional conduct. Within an orientation to the theoretical and developmental foundations of early learning education of young children, the course emphasizes current issues regarding families, community, and cultural diversity.
3 credits
Prerequisites: None
EDCC 211 Development of Oral Language and Literacy SkillsIntroduces strategies for helping young children acquire communication skills. Demonstrates contribution of appropriate children's literature to literacy development. Activities, materials, and lessons emphasize developmentally appropriate practices. This course requires a 10 hour on-site field component.
3 credits
EDCC 215 Human Growth & DevelopmentReviews introductory theory and research in human growth and development over the life span. Focus is on the interdisciplinary nature of human development and relationships among the biological, cognitive, social, and psychological domains of the individual in her environment. Highlights critical life events and resulting change from the prenatal period through adulthood, stressing interactions between the developing person and a continually evolving world.
3 credits
EDCC 220 Foundations of EducationAllows teacher candidates to examine some of the historical, philosophical, and cultural foundations of American education. Curriculum content and organization and basic teaching competencies are introduced in light of professional organization. Implications of understanding contemporary educational issues, policy, and decision-making are stressed. A Praxis component is introduced along with an explanation of the teacher education program in light of the standards in teacher education. Field component is an integral part of the course. Students also are required to engage in Praxis I preparation through weekly completion of an on-line Praxis program.
Formerly EDU 260 Foundations of Education.
3 credits
Prerequisites: None
EDCC 250 Technology in EducationPrepares teacher candidates to integrate technology, teaching, and learning. Students will access, incorporate, and evaluate technologies in order to support understanding, inquiry, assessment, communication, and collaboration. Tools include multi-media hardware and software, the World Wide Web, and other digital-age resources. Students will practice digital citizenship and responsibility.
3 credits
CAS Prerequisites: EDCC 220 with grade of B or higher.
SPS Prerequisites: EDCC 220 with grade of B or higher.
EDCC 330 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislative standards for special education and related services for students with special needs. Topics include inclusive education and collaboration among special educators, general educators, related service providers, volunteers, and parents. Individualized Education Programs (IEPs), differentiated instruction, accommodations, and enrichment are examined in relation to students' needs and learning styles. Increasing access to curricula based on college- and career- ready standards is addressed. Field component is an integral part of the course.
Formerly EDU 376 Education of Exceptional Children and Youth.
3 credits
Prerequsites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDCC 440 Research in EducationDesigned to equip students with the knowledge, skills, and dispositions to become critical consumers and competent producers of research, this course covers research essentials to inform teaching and instructional practice. Research in Education broadens students' knowledge of the empirical literature and current trends in curriculum and teaching with a focus on characteristics and educational needs of students from diverse cultural and linguistic backgrounds. Students will evaluate research methodologies and results along with demographic and assessment information, and will learn to translate the information to demonstrate their ability to understand, analyze, and synthesize research. As a final course requirement, students plan an action research project that will be implemented during their student teaching internship.
3 credits
Prerequisite: EDTE 301, Admission to the School of Education. Must have passing scores for the Praxis Core Examination sent to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 232 Art and Movement in the ClassroomProvides students with a critical understanding of the visual arts, music, movement, and drama for young children and the importance of integrating arts into the curriculum. Students develop the knowledge, skills, and strategies needed to plan developmentally appropriate activities which integrate creative experiences in the visual arts, music, dance/movement, and drama within the early childhood and elementary classroom curriculum. Formerly FNAR 232 - Art and Movement in the Classroom.
3 credits
Prerequisites: None
General Education Area II: Knowledge and Inquiry (Fine Arts)
EDTE 292 Praxis PreparationPrepares candidates for Praxis Core tests in reading, math, and writing. Successful completion of Praxis Core is required to declare a major in early childhood or elementary education. Delivered on-line, includes components such as diagnostics, lessons, and full-length practice exams.
*1 credit
EDTE 301 Classroom ManagementFocuses on the study of teaching methods and classroom management techniques that facilitate the learning of students in our multicultural and inclusive classrooms. Field component is an integral part of the course.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 401 Classroom AssessmentProvides teacher education candidates with a wide spectrum of tools to assess student learning and teacher effectiveness. Emphasis is placed on the different types and applications of formal and informal assessments, including authentic and performance-based assessment, standardized tests, and individual assessments. Candidates gain practical experience in creating classroom assessments and analyzing results of different assessment tools. Field component is an integral part of the course.
3 credits
Prerequsites:EDTE 301; Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 406 Teaching the Reading-Writing ConnectionEmphasizes the connected nature between reading and writing instruction with focus on upper elementary literacy and reading concepts. Engages with principles of explicit and systematic instruction as they study, plan, and practice effective approaches to text selection, comprehension strategy instruction, and writing pedagogy aligned to the cognitive demands of increasingly complex texts. Explores how morphological knowledge supports vocabulary development and reading comprehension for developing and adolescent readers, with particular attention to vocabulary acquisition, morphology, comprehension, and the analysis of complex texts across genres.
3 credits
Prerequisites: EDTE 421. Admission to the School of Education is required for enrollment in this course.
EDTE 421 Emergent LiteracyExamines the fundamentals of developmental reading instruction, including reading readiness. Teacher candidates learn a wide range of research- and practice- based strategies, including experience records procedures, reciprocal reading and writing activities, and cross-curricular strategies for reading comprehension. Candidates gain an understanding of phonological awareness and concepts of print as well as early literacy acquisition to teach reading, writing, speaking, viewing, listening and thinking skills. Field component is an integral part of the course.
3 credits
CAS Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 422 Teaching Methods for Elementary MathematicsTeaches candidates how to use major concepts, procedures, and reasoning processes that define number systems and number sense, geometry, measurement, statistics and probability in mathematics to include algebra. There is an emphasis on manipulative, task analysis, assessment, computer and calculator technology in mathematics. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 423 Teaching Methods for SciencePresents methods, techniques, strategies, and materials of teaching science including physical, life, and earth and space science as well as concepts in science and technology. It will help students to construct their own knowledge of scientific principles and concepts. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 425 Teaching Methods for Reading and Language ArtsProvides the elementary teacher candidates with the understanding and strategies to plan effective reading and language arts instruction; learn a variety of developmentally appropriate comprehension strategies to enhance student understanding. Listening, speaking, reading, and writing to include teaching spelling, handwriting, oral and written expression as well as creative expression. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220, EDTE 301 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination submitted to School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 473 Student Teaching in Elementary EducationProvides students with a semester-long, full-time teaching internship in an elementary education school setting under the guidance and supervision of a certified teacher and college supervisor. Candidates must apply for student teaching the semester prior to placement and have passed the Internship Readiness Assessment. Internship placements are arranged by the University. Candidates will be at their placement full-time, 5 days a week for the entire semester.
9 credits
Prerequisites: Qualifying score on the Internship Readiness Assessment. Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 499.
EDTE 499 Advanced Seminar in TeachingThe seminar is a companion to and taken concurrently with student teaching. This culminating learning experience provides opportunities to share, examine, and reflect upon internship experiences and to revisit the theories and practices of teaching as they apply in the real world of the interns' specific classroom placement. Interns also focus on career planning and development as well the production of a portfolio (e-portfolio) containing specific requirements.
3 credits
CAS Prerequisites: Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 473 Student Teaching.
SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Qualifying score on the Internship Readiness Assessment. Completion of all program requirements other than EDTE 471 Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 471
Concentrations
Students may use their electives to develop a second area of expertise. Note that concentrations are not OSSE-approved teacher certification programs.
Early Childhood Education
EDCC 207 Development of Learning Experiences in Early Childhood EducationThis course examines the historical, theoretical, and developmental foundations for learning in young children, birth to age 8 (specifically, pre-K to 3rd grade). Students learn how to create developmentally and individually appropriate lesson and activity plans. Learning experiences integrate the various content areas of literacy, math, science, social studies, and the arts, and incorporate the social-emotional, cognitive, and physical domains of child development.
3 credits
Prerequisites: None
EDCC 213 Observation, Description and Measurement of Growth in Early ChildhoodIn this introductory course, students use developmentally appropriate observation and record keeping strategies to reflect upon, improve, maintain, and extend learning. Tools and techniques that promote growth across all domains of early childhood development-social-emotional, cognitive, and physical, and across language and other content areas-will be discussed and explored. This course requires a 10-hour on-site field component.
3 credits
Prerequisites: None
EDTE 430 Theory and Practice of Oral Language and Literacy in Early LearningDevelops understanding of the developmental continuum of oral communication and literacy acquisition in early learners and young children (PreK-Grade 3). Prepares teacher candidates to use developmentally appropriate techniques for assessment, planning, instruction, and creation of learning opportunities. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency, as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Candidates further learn how to infuse language and literacy through children's literature and across the curriculum. Course content includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
CAS Prerequisites: Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
SPS Prerequisites: Completion of EDTE 421 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 432 Curriculum Construction and Integration for Early LearningProvides teacher candidates with understanding of both current and historical theory, research, and practices in the education of young learners (Pre-K-3rd grade). Incorporating the social-emotional, cognitive, and physical domains of child development, teacher candidates create developmentally and individually appropriate lessons, activities, and resources. Curricula integrate content areas of literacy, mathematics, science, social studies, and the arts.For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Admission to the School of Education Early Childhood Education program. Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 436 Theory and Practice of Early Learning in Math & ScienceResearch and practice bases for early learners' acquisition of experiences and concepts that are critical to learning mathematics and science are explored. Teacher candidates construct activities, lessons, and units for learning mathematics and science and for integrating them across the curriculum. Emphasis is on strategies and materials that are activity-centered and address the needs of different learners. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Completion of EDTE 432 with a grade of B or higher. Admission to the School of Education Early Childhood Education program. Must have passing scores for the Praxis Core Examination sent to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
Special Education
EDCM 421 Assessment and Intervention foThis course focuses on the major philosophies, theories, and legislation in early childhood special education specific to children from birth through age two and their families. Topics include state and federal laws and regulations governing delivery of services to infants and toddlers and their families; collaboration strategies, family systems theory, cultural and linguistic diversity; and implications of both legislation and family needs on service delivery. Students will learn assessment procedures related to screening, diagnosis, eligibility, program planning, and program evaluation and will examine therapeutic models of intervention, including current curricula and materials as well as strategies to facilitate transition to school-age services.
EDCM 475 Collaboration & Consultation for StudentThis course focuses on the various models of special education service delivery including inclusive education, resource services, team teaching, and consultation. Learners gain insight into the intricacy of collaboration with other professionals and families. Through the use of formal measures and self-reflection, students explore the factors that influence their ability to collaborate and refine their interpersonal communication skills. The multi-approaches to co-teaching are examined and students demonstrate effective co-planning and co-teaching practices. Students develop an empathetic understanding of the needs and concerns of families and cultivate skills to effectively assist and encourage active family participation in the educational process. Parent rights, ethical concerns, and professional boundaries are reviewed.
*3 credits
EDTE 303 Part C Eligibility & Initial IFSPExamines the federal Individuals with Disabilities Education Act (IDEA) Part C early intervention system serving infants and toddlers (birth?3) and their families. Part C is designed to improve developmental outcomes, strengthen families, and reduce the need for later special education services. Explores federal and District of Columbia (DC) policies, including Child Find, screening, eligibility determination, multidisciplinary evaluation, and development of the Individualized Family Service Plan (IFSP). Emphasizes family-centered practices, service coordination, natural environments, and culturally responsive engagement. Also addresses interagency collaboration, funding systems (including Medicaid), and the transition from Part C to Part B (Section 619). Through applied case studies and policy analysis, develops skills to support equitable, timely, and high-quality early intervention services within DC?s mixed-delivery system.
3 credits
Prerequisites: None
EDTE 404 Adapted Instruction: Modifications & Accommodations in Inclusive SettingsPrepares early childhood and elementary teacher candidates to adapt instruction for at-risk students and students with disabilities in inclusive Pre-K?6 settings. Examines accommodations, modifications, differentiation, universal design for learning, specially designed instruction, IEP/IFSP/504 supports, assistive technology, assessment adaptations, and collaboration with families and school teams. Emphasis is placed on designing accessible instruction that promotes participation, progress, independence, and belonging for all learners.
3 credits
Prerequisites: Admission to the School of Education
EDTE 405 Addressing Behavior & Classroom FunctioningExamines behavior and classroom functioning in children from birth through third grade in inclusive early childhood and elementary settings. Topics include social-emotional development, developmentally appropriate expectations, behavior as communication, cultural and trauma-informed perspectives, preventative classroom practices, positive behavior supports, observation and documentation, ABC data, functional thinking, progress monitoring, family collaboration, and ethical and legal considerations. Candidates learn to design supportive environments and data-informed interventions that promote self-regulation, participation, and learning for young children with and without disabilities.
3 credits
Prerequisites: Admission to the School of Education
Application to the School of Education
Students must be accepted into the School of Education in order to register for 400-level EDCC or EDTE courses, including Student Teaching.
In order to be eligible to apply to the School of Education, students must have:
- completed 36 credits or more
- passed EDCC 250 with a B (3.0) or better
- demonstrated basic skills knowledge, either through:
Field-Based Instruction and Student Teaching
Teacher preparation at Trinity emphasizes field-based instruction that includes a series of integrated classroom and practicum experiences at different grade/age levels in a variety of school settings. The Elementary Education major requires a one-semester full-time internship of supervised student teaching.
In order to complete field experiences in local schools, students need the following clearances:
- Tuberculosis test
- FBI Identity History Summary Check
- DCPS Clearance Letter
- Professional liability insurance
Note that there are costs associated with some of these clearances. Students who are teachers of record may have already satisfied these requirements. Students should check with their advisor for more information.
Application to Student Teaching
Students must apply to student teaching in the Fall or Spring prior to their anticipated student teaching semester. The application form must be signed by the student, the education advisor, and the Assistant Dean of the School of Education. Failure to complete this form and obtain the requisite approvals may disqualify prospective teachers from student teaching.
Applicants must have a plan to complete all coursework, except for Student Teaching and Advanced Seminar in Student Teaching, prior to their anticipated student teaching semester. They must also have passed the Praxis Subject exam appropriate to their certification program, and they must be in good academic standing.
Student Teaching Placement Requirements
- Student teaching in Elementary Education must be done in an elementary classroom with children in grades 1 through 6 in which all core academic subjects are taught. Student teaching may not be done in a home care setting.
- Student teachers must work from a set curriculum and must have the opportunity to do lesson planning.
- Student teachers will be placed with a cooperating teacher who must be certified in Elementary Education and must have at least three years of experience as a teacher.
- Student teachers already working in a school can complete student teaching in that school if their student teaching setting meets the above requirements and if a cooperating teacher meeting the above requirements can be arranged.
Program Policies
Attendance: In all 300- and 400-level EDCC/EDTE courses, two late arrivals or early departures of 20 minutes or more constitute a single class absence. The final grade of a student with absences that total more than 25% of class meetings will be lowered by one letter grade. This policy does not apply to absences addressed by accommodations or modifications established by Disability Support Services. Faculty teaching EDCC/EDTE courses at the 200-level may adopt this policy in their syllabi as well.
Grades in Education Courses: To fulfill requirements for the major, undergraduate students may earn no more than one grade below a “B” in EDCC and EDTE courses, and may earn no grade below “C” in any of those courses. Students must pass EDTE 473 with a grade of “B” or better.
Pass/No Pass: Courses fulfilling the major or minor – including general education courses – may not be taken Pass/No Pass.
Transfer and Experiential Credit: Students may transfer credits to Trinity through Advanced Placement (AP), International Baccalaureate (IB), American Council on Education, CLEP, DANTES, and portfolio/experiential assessments through the Trinity Experiential Lifelong Learning program. Undergraduate students can transfer up to 75 credits. Graduate students can transfer up to 6 credits. Transfer of courses counting toward the major must be approved by the appropriate School of Education chair or director or by the Dean. For more information, see the Trinity Transfer Credit Policy.
Transfer and experiential credits must be approved by faculty from the appropriate academic program. Credits intended to count toward an Education major or minor must be approved by the student’s program director or chair, or by the Dean of the School of Education.
Study Abroad: Courses taken through a study abroad program approved by Trinity may count toward general education courses, pending review and approval by Education faculty and the faculty of the appropriate academic program. In general, education courses taken abroad will not count toward the major or minor.
Course Descriptions
Explanation of Course Prefixes and Numbers
Courses designated “EDCC” are education core and common courses across various programs in the School of Education. Courses designated “EDTE” are largely specific to the teacher education program.
EDCC – Education Core and Common Courses
EDCC 205 Children, Families, Culture and the Community in Early ChildhoodThis course examines relationships among schools, children and families, introducing the complex social and cultural factors that influence children's development and learning, as well as the ethical guidelines that determine professional conduct. Within an orientation to the theoretical and developmental foundations of early learning education of young children, the course emphasizes current issues regarding families, community, and cultural diversity.
3 credits
Prerequisites: None
EDCC 211 Development of Oral Language and Literacy SkillsIntroduces strategies for helping young children acquire communication skills. Demonstrates contribution of appropriate children's literature to literacy development. Activities, materials, and lessons emphasize developmentally appropriate practices. This course requires a 10 hour on-site field component.
3 credits
EDCC 215 Human Growth & DevelopmentReviews introductory theory and research in human growth and development over the life span. Focus is on the interdisciplinary nature of human development and relationships among the biological, cognitive, social, and psychological domains of the individual in her environment. Highlights critical life events and resulting change from the prenatal period through adulthood, stressing interactions between the developing person and a continually evolving world.
3 credits
EDCC 220 Foundations of EducationAllows teacher candidates to examine some of the historical, philosophical, and cultural foundations of American education. Curriculum content and organization and basic teaching competencies are introduced in light of professional organization. Implications of understanding contemporary educational issues, policy, and decision-making are stressed. A Praxis component is introduced along with an explanation of the teacher education program in light of the standards in teacher education. Field component is an integral part of the course. Students also are required to engage in Praxis I preparation through weekly completion of an on-line Praxis program.
Formerly EDU 260 Foundations of Education.
3 credits
Prerequisites: None
EDCC 250 Technology in EducationPrepares teacher candidates to integrate technology, teaching, and learning. Students will access, incorporate, and evaluate technologies in order to support understanding, inquiry, assessment, communication, and collaboration. Tools include multi-media hardware and software, the World Wide Web, and other digital-age resources. Students will practice digital citizenship and responsibility.
3 credits
CAS Prerequisites: EDCC 220 with grade of B or higher.
SPS Prerequisites: EDCC 220 with grade of B or higher.
EDCC 330 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislative standards for special education and related services for students with special needs. Topics include inclusive education and collaboration among special educators, general educators, related service providers, volunteers, and parents. Individualized Education Programs (IEPs), differentiated instruction, accommodations, and enrichment are examined in relation to students' needs and learning styles. Increasing access to curricula based on college- and career- ready standards is addressed. Field component is an integral part of the course.
Formerly EDU 376 Education of Exceptional Children and Youth.
3 credits
Prerequsites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDCC 340 Teaching and LearningExamines current theory and practice in the teaching and learning process to include the detailed components of planning effective lessons. The dynamics of learning are viewed through the perspectives of human development, motivational theory, learning theory, classroom dynamics, and socio-cultural factors. Field component is an integral part of the course. Formerly EDU 383 Teaching and Learning.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDCC 440 Research in EducationDesigned to equip students with the knowledge, skills, and dispositions to become critical consumers and competent producers of research, this course covers research essentials to inform teaching and instructional practice. Research in Education broadens students' knowledge of the empirical literature and current trends in curriculum and teaching with a focus on characteristics and educational needs of students from diverse cultural and linguistic backgrounds. Students will evaluate research methodologies and results along with demographic and assessment information, and will learn to translate the information to demonstrate their ability to understand, analyze, and synthesize research. As a final course requirement, students plan an action research project that will be implemented during their student teaching internship.
3 credits
Prerequisite: EDTE 301, Admission to the School of Education. Must have passing scores for the Praxis Core Examination sent to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE -Teacher Education Courses
EDTE 232 Art and Movement in the ClassroomProvides students with a critical understanding of the visual arts, music, movement, and drama for young children and the importance of integrating arts into the curriculum. Students develop the knowledge, skills, and strategies needed to plan developmentally appropriate activities which integrate creative experiences in the visual arts, music, dance/movement, and drama within the early childhood and elementary classroom curriculum. Formerly FNAR 232 - Art and Movement in the Classroom.
3 credits
Prerequisites: None
General Education Area II: Knowledge and Inquiry (Fine Arts)
EDTE 292 Praxis PreparationPrepares candidates for Praxis Core tests in reading, math, and writing. Successful completion of Praxis Core is required to declare a major in early childhood or elementary education. Delivered on-line, includes components such as diagnostics, lessons, and full-length practice exams.
*1 credit
EDTE 301 Classroom ManagementFocuses on the study of teaching methods and classroom management techniques that facilitate the learning of students in our multicultural and inclusive classrooms. Field component is an integral part of the course.
3 credits
Prerequisites: Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 401 Classroom AssessmentProvides teacher education candidates with a wide spectrum of tools to assess student learning and teacher effectiveness. Emphasis is placed on the different types and applications of formal and informal assessments, including authentic and performance-based assessment, standardized tests, and individual assessments. Candidates gain practical experience in creating classroom assessments and analyzing results of different assessment tools. Field component is an integral part of the course.
3 credits
Prerequsites:EDTE 301; Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement
EDTE 406 Teaching the Reading-Writing ConnectionEmphasizes the connected nature between reading and writing instruction with focus on upper elementary literacy and reading concepts. Engages with principles of explicit and systematic instruction as they study, plan, and practice effective approaches to text selection, comprehension strategy instruction, and writing pedagogy aligned to the cognitive demands of increasingly complex texts. Explores how morphological knowledge supports vocabulary development and reading comprehension for developing and adolescent readers, with particular attention to vocabulary acquisition, morphology, comprehension, and the analysis of complex texts across genres.
3 credits
Prerequisites: EDTE 421. Admission to the School of Education is required for enrollment in this course.
EDTE 421 Emergent LiteracyExamines the fundamentals of developmental reading instruction, including reading readiness. Teacher candidates learn a wide range of research- and practice- based strategies, including experience records procedures, reciprocal reading and writing activities, and cross-curricular strategies for reading comprehension. Candidates gain an understanding of phonological awareness and concepts of print as well as early literacy acquisition to teach reading, writing, speaking, viewing, listening and thinking skills. Field component is an integral part of the course.
3 credits
CAS Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Evidence of having passed the Praxis Core or other state-required examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 422 Teaching Methods for Elementary MathematicsTeaches candidates how to use major concepts, procedures, and reasoning processes that define number systems and number sense, geometry, measurement, statistics and probability in mathematics to include algebra. There is an emphasis on manipulative, task analysis, assessment, computer and calculator technology in mathematics. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 423 Teaching Methods for SciencePresents methods, techniques, strategies, and materials of teaching science including physical, life, and earth and space science as well as concepts in science and technology. It will help students to construct their own knowledge of scientific principles and concepts. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 424 Teaching Methods for Social StudiesTeaches candidates how to use the major concepts and modes of inquiry from social studies with typical elementary social students curriculum content and methods effective in teaching. The course includes review of research on effectiveness, design of activities, and assessment of student learning. Heavy emphasis on multicultural issues into the regular curriculum is included. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220, EDTE 301 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination submitted to School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 425 Teaching Methods for Reading and Language ArtsProvides the elementary teacher candidates with the understanding and strategies to plan effective reading and language arts instruction; learn a variety of developmentally appropriate comprehension strategies to enhance student understanding. Listening, speaking, reading, and writing to include teaching spelling, handwriting, oral and written expression as well as creative expression. Practicum is taken concurrently and is an integral part of the course.
3 credits
Prerequisites: EDCC 220, EDTE 301 and EDCC 330 with grade of B or higher; passing scores on Praxis Core Examination submitted to School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 473 Student Teaching in Elementary EducationProvides students with a semester-long, full-time teaching internship in an elementary education school setting under the guidance and supervision of a certified teacher and college supervisor. Candidates must apply for student teaching the semester prior to placement and have passed the Internship Readiness Assessment. Internship placements are arranged by the University. Candidates will be at their placement full-time, 5 days a week for the entire semester.
9 credits
Prerequisites: Qualifying score on the Internship Readiness Assessment. Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 499.
EDTE 499 Advanced Seminar in TeachingThe seminar is a companion to and taken concurrently with student teaching. This culminating learning experience provides opportunities to share, examine, and reflect upon internship experiences and to revisit the theories and practices of teaching as they apply in the real world of the interns' specific classroom placement. Interns also focus on career planning and development as well the production of a portfolio (e-portfolio) containing specific requirements.
3 credits
CAS Prerequisites: Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 473 Student Teaching.
SPS Prerequisites: For the major, a minimum grade of B in this course is required.
Qualifying score on the Internship Readiness Assessment. Completion of all program requirements other than EDTE 471 Application for student teaching accepted by School of Education. Concurrent enrollment in EDTE 471
Concentration Courses
EDCC 207 Development of Learning Experiences in Early Childhood EducationThis course examines the historical, theoretical, and developmental foundations for learning in young children, birth to age 8 (specifically, pre-K to 3rd grade). Students learn how to create developmentally and individually appropriate lesson and activity plans. Learning experiences integrate the various content areas of literacy, math, science, social studies, and the arts, and incorporate the social-emotional, cognitive, and physical domains of child development.
3 credits
Prerequisites: None
EDCC 213 Observation, Description and Measurement of Growth in Early ChildhoodIn this introductory course, students use developmentally appropriate observation and record keeping strategies to reflect upon, improve, maintain, and extend learning. Tools and techniques that promote growth across all domains of early childhood development-social-emotional, cognitive, and physical, and across language and other content areas-will be discussed and explored. This course requires a 10-hour on-site field component.
3 credits
Prerequisites: None
EDCM 421 Assessment and Intervention foThis course focuses on the major philosophies, theories, and legislation in early childhood special education specific to children from birth through age two and their families. Topics include state and federal laws and regulations governing delivery of services to infants and toddlers and their families; collaboration strategies, family systems theory, cultural and linguistic diversity; and implications of both legislation and family needs on service delivery. Students will learn assessment procedures related to screening, diagnosis, eligibility, program planning, and program evaluation and will examine therapeutic models of intervention, including current curricula and materials as well as strategies to facilitate transition to school-age services.
EDCM 475 Collaboration & Consultation for StudentThis course focuses on the various models of special education service delivery including inclusive education, resource services, team teaching, and consultation. Learners gain insight into the intricacy of collaboration with other professionals and families. Through the use of formal measures and self-reflection, students explore the factors that influence their ability to collaborate and refine their interpersonal communication skills. The multi-approaches to co-teaching are examined and students demonstrate effective co-planning and co-teaching practices. Students develop an empathetic understanding of the needs and concerns of families and cultivate skills to effectively assist and encourage active family participation in the educational process. Parent rights, ethical concerns, and professional boundaries are reviewed.
*3 credits
EDTE 303 Part C Eligibility & Initial IFSPExamines the federal Individuals with Disabilities Education Act (IDEA) Part C early intervention system serving infants and toddlers (birth?3) and their families. Part C is designed to improve developmental outcomes, strengthen families, and reduce the need for later special education services. Explores federal and District of Columbia (DC) policies, including Child Find, screening, eligibility determination, multidisciplinary evaluation, and development of the Individualized Family Service Plan (IFSP). Emphasizes family-centered practices, service coordination, natural environments, and culturally responsive engagement. Also addresses interagency collaboration, funding systems (including Medicaid), and the transition from Part C to Part B (Section 619). Through applied case studies and policy analysis, develops skills to support equitable, timely, and high-quality early intervention services within DC?s mixed-delivery system.
3 credits
Prerequisites: None
EDTE 404 Adapted Instruction: Modifications & Accommodations in Inclusive SettingsPrepares early childhood and elementary teacher candidates to adapt instruction for at-risk students and students with disabilities in inclusive Pre-K?6 settings. Examines accommodations, modifications, differentiation, universal design for learning, specially designed instruction, IEP/IFSP/504 supports, assistive technology, assessment adaptations, and collaboration with families and school teams. Emphasis is placed on designing accessible instruction that promotes participation, progress, independence, and belonging for all learners.
3 credits
Prerequisites: Admission to the School of Education
EDTE 405 Addressing Behavior & Classroom FunctioningExamines behavior and classroom functioning in children from birth through third grade in inclusive early childhood and elementary settings. Topics include social-emotional development, developmentally appropriate expectations, behavior as communication, cultural and trauma-informed perspectives, preventative classroom practices, positive behavior supports, observation and documentation, ABC data, functional thinking, progress monitoring, family collaboration, and ethical and legal considerations. Candidates learn to design supportive environments and data-informed interventions that promote self-regulation, participation, and learning for young children with and without disabilities.
3 credits
Prerequisites: Admission to the School of Education
EDTE 430 Theory and Practice of Oral Language and Literacy in Early LearningDevelops understanding of the developmental continuum of oral communication and literacy acquisition in early learners and young children (PreK-Grade 3). Prepares teacher candidates to use developmentally appropriate techniques for assessment, planning, instruction, and creation of learning opportunities. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency, as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Candidates further learn how to infuse language and literacy through children's literature and across the curriculum. Course content includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
CAS Prerequisites: Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
SPS Prerequisites: Completion of EDTE 421 with grade of B or higher. Admission to the School of Education Early Childhood Education program.
EDTE 432 Curriculum Construction and Integration for Early LearningProvides teacher candidates with understanding of both current and historical theory, research, and practices in the education of young learners (Pre-K-3rd grade). Incorporating the social-emotional, cognitive, and physical domains of child development, teacher candidates create developmentally and individually appropriate lessons, activities, and resources. Curricula integrate content areas of literacy, mathematics, science, social studies, and the arts.For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Admission to the School of Education Early Childhood Education program. Must have passing scores on Praxis Core Examination submitted to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
EDTE 436 Theory and Practice of Early Learning in Math & ScienceResearch and practice bases for early learners' acquisition of experiences and concepts that are critical to learning mathematics and science are explored. Teacher candidates construct activities, lessons, and units for learning mathematics and science and for integrating them across the curriculum. Emphasis is on strategies and materials that are activity-centered and address the needs of different learners. Field component is an integral part of the course. For the major, a minimum grade of B in this course is required.
3 credits
Prerequisites: Completion of EDTE 432 with a grade of B or higher. Admission to the School of Education Early Childhood Education program. Must have passing scores for the Praxis Core Examination sent to the School of Education by ETS. Students who are enrolled in the Community Education program are exempt from the Praxis Core requirement.
Related Programs
Associate of Arts (A.A.) in Early Childhood Education
Bachelor of Arts (B.A.) in Early Childhood Education Education
Bachelor of Arts (B.A.) in Early Childhood Community Education
Master of Arts in Teaching (M.A.T.)