Elementary Education

Return to: Woodring College of Education

• Elementary Education Programs
• Certification
• Choosing an Academic Major
• Professional Program Requirements
• Other Departmental Information
• Teaching English to Speakers of Other Languages

Introduction

The Department of Elementary Education offers professional education programs that lead to recommendation to the Office of the Superintendent of Public Instruction for residency teacher certification in the state of Washington. Students are encouraged to visit the departmental offices in Miller Hall 262 for information on program offerings that meet their individual needs.

The programs in elementary education are designed to prepare thoughtful, knowledgeable, and effective educators for a diverse society. Consistent with national and state standards for what teachers should know and be able to do, the elementary education curriculum offers carefully sequenced professional programs that are firmly backed by current research on effective teaching and learning.

Information

Individuals interested in teacher education can obtain information from the Website at www.wce.wwu.edu/Admiss. Inquiries should be directed to Woodring College Teacher Education Admissions, Student Services, Miller Hall 150, phone 360-650-3313, e-mail address TeacherEdAdmissions@wwu.edu. Written inquiries may be addressed to Teacher Education Admissions, Western Washington University, MS-9090, 516 High St., Bellingham, WA 98225-9090.

Information about elementary education programs may be obtained by visiting the department Website at www.wce.wwu.edu/Depts/ELED. Applicants who wish to speak with a faculty advisor may request an appointment through the elementary education department office in Miller Hall 262, phone 360-650-3336, e-mail address Ellen.Kreider@wwu.edu.

Those persons interested in graduate programs should consult the Graduate School section of this catalog or contact the Graduate School directly, phone 360-650-3170, e-mail gradschl@wwu.edu. Written inquiries may be addressed to the Graduate School, Old Main 530, MS-9037, Western Washington University, 516 High St., Bellingham, WA 98225-9037.

Faculty

JOANNE CARNEY (2003) Chair and Professor. BA, MA, Gannon University; PhD, University of Washington.
CARMEN LUCIA AVILA CERVERA (2008) Instructor. BA Instituto Michoacano de Ciencias de la Educacion, Morelia, Mexico; MS Western Washington University.
DAVID CARROLL (2001) Professor. BA, Antioch College; MA, Leslie College; PhD, Michigan State University.
MARILYN CHU (2008) Associate Professor. BA, University of Michigan- Ann Arbor; MA, Western Washington University; EdD, Nova Southeastern University, Florida.
CATHERINE COLLIER (2003) Instructor, BA, Reed College; BS, Utah State University; MED, Utah State University; PhD, University of Colorado.
TRACY COSKIE (2003) Associate Professor. BA, University of Rochester; MEd, PhD, University of Washington.
MARIA TIMMONS FLORES (2008) Assistant Professor. MED, Western Washington University; PhD, University of Colorado Boulder.
KRISTEN FRENCH (2007) Assistant Professor, BA, Western Washington University; MA, University of Massachusetts-Amherst; EdD, University of Massachusetts-Amherst.
MICHAEL L. HENNIGER (1991) Professor. BA, Whitman College; PhD, University of Texas.
KAREN J. HOELSCHER (1992) Professor. BS, Bemidji State University; MS, Mankato State University; EdD, Harvard University.
EILEEN HUGHES (2005) Assistant Professor. BS, Whittier College; MS, University of Wisconsin, Madison; PhD, University of Oregon.
MITCHELL JANCIC (2006) Senior Instructor. MA, California State University; PhD, University of California-Santa Barbara.
PAULA JOHNSON (2007) Assistant Professor, BA Whitman College, MA Univ. of Connecticut, Storrs, PhD University of Connecticut, Storrs.
SUZANNE KROGH (1990) Professor. BA, Florida State University; MEd, University of Maryland; PhD, University of Oregon.
DIANE MAJORS (1994) Senior Instructor. MA, University of Oregon.
MATTHEW MILLER (2005) Associate Professor. BA, St. Olaf College; MA, University of Arizona; MEd, University of Minnesota; PhD, University of Washington.
CHRIS OHANA (1999) Associate Professor. BA, University of California‑Berkeley; MA, University of Oregon; PhD, Iowa State University.
MARSHA RIDDLE BULY (1999) Professor. BA, Western Washington University; MA, California State University; PhD, University of Washington.
PATRICIA SKILLMAN (1988) Senior Instructor. Director TESOL Program. BA, Stanford University; MED, Western Washington University.
KATHRYN WAYNE (1992) Associate Professor. BA University of Oregon; PhD, University of Oregon, Stanford.

Elementary Education Programs

The Department of Elementary Education offers the following programs:

• Elementary Education (Undergraduate and Post-Baccalaureate) – This program leads to a recommendation to the state of Washington for a teaching certificate with an Elementary Education endorsement. Requirements include completion of the Elementary Education Professional Program, a major in an approved area, and a one-year internship experience that includes one quarter of full-time teaching.
• Language, Literacy, and Cultural Studies Major – This departmental major is one of 17 approved academic majors that students may choose from to accompany the Elementary Education Professional Program.
• Reading Endorsement – The Reading Endorsement is offered for students who wish to have the opportunity to further their knowledge and skills for literacy instruction. Students will deepen their knowledge of language and literacy learning, while building their capacity to help all children achieve as readers and writers.
• Early Childhood Education (P-3) (Undergraduate) — This program leads to a recommendation to the state of Washington for a teaching certificate with an Early Childhood Education (P-3) endorsement. Requirements include the Early Childhood Education (P-3) Major and the Early Childhood Education Professional Program. Upon completion of the program, candidates can work in childcare centers, preschools, Head Start programs, and primary grades in public schools.
• Teaching English to Speakers of Other Languages – This program prepares students to teach non-native English speakers. Students with advanced proficiency in a second language may prepare to teach content and provide language development in two languages. Upon completion of the program, candidates earn a certificate of achievement and may earn a minor or teaching endorsement.

The special education department offers the following integrated dual endorsement program:

• Special Education and Elementary Education — This program leads to a recommendation to the state of Washington for a teaching certificate endorsed in Special Education and Elementary Education. Requirements include completion of the professional studies core, major in special education, and elementary program curriculum and methods, and two internships, each one quarter in length. See the Special Education section of this catalog for further information.

The No Child Left Behind (NCLB) “highly qualified teacher” requirement may impact eligibility for certain middle school teaching assignments in a core academic subject(s). Students are responsible for consulting with an advisor for further information on NCLB.

Certification 

The Washington Administrative Code specifies the requirements for earning a Washington state teacher certificate. State-approved preparation programs and certification requirements align with state learning goals and essential academic learning requirements, and require candidates to demonstrate that they have made a positive impact on student learning. First-level residency certification programs are designed around the standards of effective teaching, professional development, and teaching as a profession. Second-level professional certification requirements are designed around the standards of effective teaching, professional development, and professional contributions.

State requirements for teacher certification at the time of completion of a student’s program will supersede those outlined in this catalog. These changes may affect the time it takes for a student to complete the teacher education program.

Residency Teacher Certification

The first-level residency certificate is awarded to new teachers upon the completion of these general requirements:

• A baccalaureate or higher-level degree from a regionally accredited college or university
• A state-approved, performance-based teacher preparation program that includes preparation in an endorsable subject area, teaching methodology, and an internship
• Evidence of good moral character and personal fitness

Candidates for residency certification must pass a subject knowledge assessment, the Washington Educator Skills Test — Endorsements (WEST-E), to receive an endorsement for certification. WWU requires submission of a passing WEST-E score for each endorsement to be earned, before commencement of the student teaching internship. For current information on test requirements, registration, fees, and test dates and locations, refer to the WEST-E Resource Website, www.wce.wwu.edu/Resources/Endorsements/WEST-E.shtml. Candidates for residency certification must also complete the state of Washington Preservice Teacher Performance Assessment during the student teaching internship. Application for the residency certificate is made to Woodring College Certification Office, Student Services, Miller Hall 150, phone 360-650-4930, no later than three months prior to the start of the internship.

The first-issue residency certification has no defined expiration date. It is valid until the teacher completes at least 1.5 years of successful teaching experience accumulated over a minimum of two years in a state-approved public, private or state-operated education program. A three year residency certificate is then issued by the state. The timeline for earning a second level professional certificate begins with the re-issued residency certificate.

Professional Teacher Certification

The second-level professional certificate is awarded to experienced teachers who hold a valid residency certificate, and who pass the Washington ProTeach Portfolio assessment or earn national board certification through the National Board for Professional Teaching Standards. For further information, contact the Woodring College of Education certification officer at 360-650-4630, Miller Hall 150.

Endorsements

An endorsement identifies the subject matter in which a teacher is prepared and authorized by the state to teach. One qualifying endorsement is required for residency certification. Courses required for a teaching endorsement and the professional education sequence must be completed with a grade of C (2.0) or better. Elementary education students complete the professional program and an approved major designed specifically for elementary education candidates to earn a residency certificate endorsed in Elementary Education. Approved academic majors are listed below under Choosing an Academic Major. Early childhood education students complete the professional program and the Early Childhood Education (P-3) Major to earn a residency certificate endorsed in Early Childhood Education (P-3). Students may also earn an additional endorsement in Reading through the Department of Elementary Education.

For information on additional endorsement programs offered throughout the University, contact the Woodring College of Education certification officer at 360-650-4630, Miller Hall 250.

Choosing an Academic Major

Students who wish to earn a teacher certificate endorsed in Early Childhood Education must also complete the early childhood education major.  

Students who wish to earn a teacher certificate endorsed in Elementary Education must also complete one of the approved academic majors for elementary education. They include anthropology; art; communication; environmental studies; foreign language (French, German, and Spanish); general science; general science-middle level; geography; geology (earth science); history; language, literacy, and cultural studies; mathematics; music; psychology (human development); sociology; special education. While information on each of these majors is available throughout this catalog, it is important to seek advisement from faculty in the appropriate department before beginning work on an academic major.

Professional Program Requirements

Program Length

While it is possible to earn a bachelor’s degree and initial teaching certificate with certain majors in four academic years, most students require slightly longer. Following acceptance by the College of Education, which requires at least sophomore status, the student should expect to take seven to eight quarters to complete the teacher certification program. During these remaining quarters, the student has time to work on the academic major and General University Requirements (GURs). Students who enter the College of Education as juniors (e.g., many transfer students) should have satisfied nearly all of the GURs and should have a good start on their academic major.

Declaration Process

All applicants to the Woodring College of Education undergraduate and post-baccalaureate teacher education programs must be formally admitted to and currently enrolled at Western Washington University or must apply to Western for the same quarter they apply to teacher education. Woodring College teacher education program application materials are available in Miller Hall 250 and are also printable from www.wce.wwu.edu/Admiss.

The requirements listed below are minimum application criteria. Enrollment restrictions apply to teacher education programs. Meeting the following requirements makes the applicant eligible for admission consideration but does not guarantee admission. Students who meet all criteria are further evaluated to determine the most qualified applicants. Students will be evaluated on all information provided with the application, including required copies of transcripts from all prior colleges.

Application criteria:

• Completion of at least 45 quarter credits of college-level course work
• Cumulative grade point average of 2.75 or higher overall college-level work or over the last 45 credits
• Passing scores on all three subtests (reading, mathematics, writing) of the Washington Educator Skills Test-Basic (WEST-B); visit the WEST-B Website at www.west.nesinc.com for more information
• Completion of an English composition course with a grade of B- (2.7) or higher
• Experiences with children, strong interpersonal communication skills, and other skills helpful in teaching are given special emphasis. 

Program Continuation

Students admitted to the Woodring College of Education must meet specified requirements throughout the course of their teacher education program in order to remain in the program.

Requirements upon Program Admission

• Institutional Application for a Teacher’s Certificate and Character and Fitness Supplement, and background checks as described below under Character and Fitness
• Woodring College of Education Professional Orientation
• Woodring College of Education Prevention of Sexual Harassment Training
• Woodring College of Education Blood-Borne Pathogens Training

Character and Fitness

The Washington Administrative Code requires applicants for teacher certification to give evidence of “good moral character and personal fitness.” Students provide evidence of character and fitness through two separate but related processes:

• An Institutional Application for a Teacher’s Certificate and Character and Fitness Supplement, provided to students upon acceptance into the program. The application for certification requires candidates to answer questions regarding professional fitness, criminal history and personal conduct. Students with “yes” responses must report to the certification officer in Miller Hall 250 before registering for classes
• Washington State Patrol and FBI background checks through a fingerprinting process. Procedures and fee information are provided to students upon acceptance into the program

No student in a teacher education program may participate in a University-sponsored activity in the public schools until cleared by the Washington State Patrol, or in some cases, investigated and then cleared by the Washington State Office of Superintendent of Public Instruction. Clearances are valid for specified time frames. Students must maintain character and fitness clearance until they have been recommended for a residency teacher certificate following completion of the teacher education program.

In addition to the Washington state character and fitness requirements noted above, students must abide by the Woodring College of Education conduct policies acknowledged in the Student Conduct Requirements and Agreement, which is submitted with program application materials.

General Retention Requirements

• Students must maintain at least a 2.75 GPA, beginning with the quarter they are notified of admission to Elementary Education. This requirement applies even to quarters where no education courses are being taken. Students who fail to meet this standard will receive a letter advising them that they have been dropped from the program. Grade point average for the academic major or minor may differ among academic departments
• Students must earn a grade of C (2.0) or better in both the professional education sequence and in all courses required for the endorsement
• Students must understand and demonstrate a high level of competence in the English language. Those who have difficulty in their verbal and/or written communications should expect to seek remediation before beginning the internship
• Students who interrupt enrollment in a teacher education program for more than two consecutive quarters (summer quarter not included) must meet all program admission, completion and certification requirements in place for the quarter in which they expect to return.

Other Departmental Information

Program Completion

To qualify for program completion and recommendation for state of Washington residency certification, students must complete the following requirements and assessments:

• A baccalaureate or higher-level degree from a regionally accredited college or university
• A state-approved, performance-based teacher preparation program that includes preparation in an endorsable subject area, teaching methodology, and an internship
• Evidence of good moral character and personal fitness
• Minimum scores set by the state of Washington on the Washington Educator Skills Test (WEST-E) for the qualifying endorsement area(s)
• Completion of the Washington Preservice Teacher Performance Assessment
• Successful completion of the student teaching internship as shown by performance on the WWU Intern Development and Evaluation System (IDES)

Internship

An important experience for teacher certification candidates is the student teaching internship. Students spend two quarters taking final classes in the program along with time in their assigned classroom preparing for quarter three when they are full-time teaching under the direct supervision of a certificated teacher in a school setting. This internship involves intensive practice in integrating methods, content area knowledge, and classroom organizational strategies.

Students will be able to work part time during two quarters of the three quarter internship. However, one quarter of the internship involves full-time teaching responsibilities and students will find that trying to work will prove impossible. Because the internship should be completed in a single classroom for all three quarters, it is likely that internship placement will be in a school site within Whatcom and Skagit counties. Exceptions to this rule will be made for students approved by the department to enroll in the Global Student Teaching Program.

The Office of Field Experiences (OFE) is the service agency of the Woodring College of Education that seeks placement for prospective interns. Students apply for their internship around January prior to a fall internship start quarter, or April prior to a winter or spring internship start quarter. Specific dates for informational meetings and application deadlines are published on the OFE Website, www.wce.wwu.edu/Resources/OFE.

Students must have completed Prevention of Sexual Harassment Training, blood-borne pathogens training, a residency teacher certificate application packet including credit evaluation, and Washington State Patrol/FBI fingerprinting before OFE will seek an internship placement.

Before commencement of the internship, passing scores on the WEST-E for each endorsement must be submitted, all educational endorsement course work and practica must be completed, and fingerprint/character and fitness clearance must be valid. Students who interrupt enrollment for a quarter or more must meet the deadline for filing a returning student application.

OFE does not guarantee placements. Placement in a school is contingent upon:

• Fulfillment of all program requirements (satisfactory academic work, education and endorsement program course work and training, practica, and faculty recommendations)
• Submission of passing scores on the WEST-E test(s) for each endorsement
• Availability of placements and supervision in specific subjects and grade levels
• Acceptance by P-12 school personnel
• Fingerprint/character and fitness clearance through the point of certification

Students are required to interview with the public school teacher to whom they will be assigned, for final approval of placement. OFE will make every effort to arrange up to three initial interviews but does not guarantee an interview.

Any subsequent placement after a voluntary or nonvoluntary withdrawal from an internship will be granted only by faculty recommendation following a case conference.

For further information, contact the Woodring College Office of Field Experiences, Student Services, phone 360-650-3310, Miller Hall 206.

Teaching English to Speakers of Other Languages

The Teaching English to Speakers of Other Languages (TESOL) program prepares future instructors to teach English and to support heritage language development. The TESOL track prepares graduates to teach English to non-native speakers both in the United States and abroad. The Bilingual Education (BE) track prepares teachers to teach content and provide language development in two languages. There is a great need for trained instructors, not only in our school systems, but also in many areas of the public and private sectors. Additionally, English is increasingly used as the language of world communication, creating many opportunities for trained instructors to teach English internationally.

The TESOL program is interdisciplinary in nature, providing training in the core areas vital to the profession, including linguistics, grammar, second language acquisition, and several methods courses in TESOL and BE. Hands-on classroom experience with language learners is an essential part of all program courses, culminating in the final course — a mentored teaching practicum in TESOL or BE, which students can complete in their own home community or internationally.

Developing effective skills to work cross-linguistically and cross-culturally is a central objective of the program course work. Non-native speakers of English are required to have a TOEFL score of 550 or higher prior to beginning the program. Completion of any certificate, minor, or endorsement requires cross-cultural study and study of a foreign language. The cross-cultural and foreign language requirements may be satisfied through previous course work or experience, or concurrently with the program, at the discretion of the program director.

Completion of a certificate, minor, or endorsement through the TESOL track requires cross-cultural study (gained through experience, or the minimum of 3 credits of approved course work) and the equivalent of one year of college-level foreign language study. Completion of a certificate, minor or endorsement through the Bilingual Education track requires a cultural studies course taught in the language of that culture, or demonstration of equivalent experience. Bilingual Education candidates must also be recommended by the department of Modern and Classical Languages with proficiency equivalent to a major in the language other than English, and oral proficiency at the ACTFL mid-advanced level, prior to enrolling in the seminar and practicum in Bilingual Education.

The program course work is offered in two formats: the annual option offers late afternoon courses during fall, winter and spring quarters; the summer option offers one or two courses before summer quarter, followed by intensive summer courses, and the practicum course after summer quarter. Students fully admitted to Western may integrate a concentration in TESOL into the course work of several majors, such as linguistics and American cultural studies, as well as within the master’s program in continuing and college education

All applicants should contact the TESOL office for advising on the admissions process, which will include an application to the TESOL program, and formal admission to the University. The TESOL program follows University admissions priority guidelines. Individuals interested in taking TESOL course work must be admitted to the program and are encouraged to visit the TESOL program in Miller Hall 251E, phone 360-650-4949, or visit the website at www.wce.wwu.edu/TESOL.

Graduate Study

The Department of Elementary Education offers a Master of Education in Literacy designed for educators who want to deepen their knowledge and practice in literacy instruction. See the Graduate School  section of this catalog.

Programs

• Early Childhood Education P-3, BAE
• Elementary Education Professional Program - Outreach Program
• Language, Literacy, and Cultural Studies, BAE

• Bilingual Education Minor
• Teaching English to Speakers of Other Languages Minor

• Literacy, Non-Thesis, MEd
• Literacy, Thesis, MEd

• Bilingual Education - Endorsement
• Reading – P-12 Additional Endorsement
• Teaching English Language Learners, Endorsement

• Certificate of Achievement - Bilingual Education
• Certificate of Achievement TESOL

• Elementary Education Professional Program

Courses

Courses numbered X37; X97; 300, 400 are described in the University Academic Policies  section of this catalog.

• ECE 380 - Foundations of Literacy for Early Childhood Education
• ECE 390 - Infant and Toddler Practicum and Seminar
• ECE 391 - Preschool Practicum and Seminar
• ECE 430 - Creativity & Play in ECE
• ECE 431 - Fundamentals of Early Childhood Education
• ECE 432 - Social Studies for Early Childhood Education
• ECE 434 - Environments for Early Learning
• ECE 435 - Child Abuse and Neglect
• ECE 436 - Child Guidance: Principles and Practices
• ECE 438 - Family and Community Relationships
• ECE 439 - Curriculum Planning in Early Childhood Education
• ECE 495 - Internship - Preschool
• ECE 496 - Internship - Primary
• ECE 498 - Seminar in Early Childhood Education

Courses numbered X37; X97; 300, 400, 500 are described in the University Academic Policies  section of this catalog.

• ELED 370 - Introduction to Teaching
• ELED 372 - Introduction to Teaching Seminar
• ELED 373 - Introduction to Teaching - Practicum
• ELED 380 - Literacy I: Foundations
• ELED 386 - Practical Assessment in the Elementary Classroom I
• ELED 387 - Practical Assessment in the Elementary Classroom II
• ELED 390 - Early Childhood Practicum and Seminar
• ELED 401 - Writing Instruction in the Elementary Classroom
• ELED 405 - Books and Materials for Elementary Schools
• ELED 407 - Books and Materials for Young Adults
• ELED 424 - Language Arts in the Elementary Curriculum
• ELED 425 - Social Studies for the Elementary School
• ELED 426 - Social Studies Methods
• ELED 435 - Child Abuse and Neglect
• ELED 438 - School-Home-Community Relationships
• ELED 456 - Literacy Assessment
• ELED 464 - Multicultural Education for Teachers
• ELED 470 - Developing Teaching
• ELED 471 - Documenting Teaching
• ELED 472 - Developing Teaching Seminar
• ELED 473 - Developing Teaching - Practicum
• ELED 474 - Documenting Teaching Seminar
• ELED 475 - Documenting Teaching - Practicum
• ELED 478 - Literacy: Fluent Communicators Seminar
• ELED 479 - Literacy: Fluent Communicators - Practicum
• ELED 480 - Literacy: Beginning Communicators
• ELED 481 - Literacy: Fluent Communicators
• ELED 483 - Literacy Workshop: Reading, Writing, and Language Learners
• ELED 485 - Basic Reading Instruction
• ELED 486 - Literacy Difficulties in the K-12 Classroom
• ELED 488 - Individualized Reading Instruction
• ELED 489 - Language Structure and Reading Development
• ELED 490 - Teaching Laboratory
• ELED 490A - September Experience
• ELED 491 - September Experience
• ELED 492 - Practicum: Experience in Literacy Methods
• ELED 494 - Internship - Elementary
• ELED 495 - Internship - Early Childhood Education
• ELED 496 - Elementary Intern Study Group
• ELED 505 - Books and Materials: Use and Evaluation
• ELED 518 - Current Issues in Education
• ELED 521 - Seminar in Elementary Curriculum
• ELED 530 - Play and the Child
• ELED 531 - Seminar in Early Childhood Education
• ELED 531A - Advanced Seminar in Early Childhood Education
• ELED 533 - Advanced Seminar in Elementary Education
• ELED 535 - Research Analysis of Current Issues in Elementary Education
• ELED 538 - Current Issues in Assessment and Evaluation in Elementary Literacy Education
• ELED 539 - Master’s Seminar
• ELED 555 - Middle School Curriculum Designs and Instructional Strategies
• ELED 569A - Issues in Inclusive Early Education
• ELED 569B - Assessment of Young Children (Birth-8 Years)
• ELED 569C - Inclusive Curriculum in Early Childhood
• ELED 583 - Literacy and Children’s Literature
• ELED 584 - Teaching the Integrated Language Arts
• ELED 585 - Seminar in Literacy Education
• ELED 586 - Seminar for Literacy Specialists
• ELED 587 - Improvement of Instruction in Literacy
• ELED 589 - Language Acquisition and Literacy Development
• ELED 594E - Practicum in Reading Diagnosis and Remediation
• ELED 594F - Practicum in Reading Diagnosis and Remediation
• ELED 690 - Thesis
• ELED 691 - Research Seminar

Courses numbered X37; X97; 300, 400 are described in the University Academic Policies  section of this catalog.

• TESL 401 - Introduction to English Linguistics for TESOL
• TESL 403 - Applications of Linguistics to TESOL
• TESL 404 - Understanding English Grammar for TESOL
• TESL 405 - Methods for Teaching English Grammar
• TESL 410 - Second Language Acquisition Theory for TESOL
• TESL 420 - Methods and Materials for Basic Communication
• TESL 421 - Methods and Materials for Academic Language Proficiency
• TESL 425 - Methods and Programming for the Bilingual Classroom
• TESL 432 - Seminar in TESOL and Bilingual Education
• TESL 433 - Practicum in TESOL
• TESL 434 - Bilingual Practicum
• TESL 435 - Practicum in TESOL/Bilingual Education

Return to: Woodring College of Education