The Bachelor of Science in Elementary Education prepares students under our knowledge-based model of Teacher as Reflective Communicator to be liberally educated, content knowledgeable, articulate, methodologically sound, and caring reflective communicators. These students will be reflective teachers who, through reflection, adjust content and method for a given audience, purpose, and context.

The Elementary Education program will prepare students for licensure in kindergarten through sixth grade. Through the program, students will earn a B.S. degree. If, however, a student chooses to earn a B.A. degree, he or she must complete the 200-level sequence (six additional semester hours) of a foreign language.

The Education Discipline

The Bachelor of Science in Elementary Education prepares students under a knowledge-based model of “The Teacher as Reflective Communicator,” to be liberally educated, content knowledgeable, pedagogically sound, and thoroughly articulate teachers who through reflection, learn to adjust content and method for a given audience, purpose, and context.

Specific goals include:
Upon completion of the undergraduate Elementary Education Program, the student should be able to meet six goals:

Demonstrate a body of core knowledge and professional skills and a commitment to continual renewal of these through life long learning and professional development. (Philippians 3:12 “Not that I have . . . already been made perfect, but I press on.”)
Demonstrate a disposition inclined to transformation, renewal, and reconciliation, both in communicating a subject and in differentiating instruction according to the needs of learners. (II Timothy 2:24, 25 “The Lord’s servant . . . be kind to everyone, able to teach, not resentful. Those who oppose him he must gently instruct.”)
Use a variety of methods and materials to engage students in the processes of critical thinking, problem solving, and collaboration. (I Corinthians 14:20 “. . . in your thinking be adults.”)
Demonstrate effective communication, using a variety of methods, in interactions with students, parents, and members of the professional community. (Ephesians 4:29 “. . . what is helpful for building others up according to their needs.”)
Serve proactively and model the tenets of ethical codes in carrying out responsibilities of the profession within the school community. (Colossians 3:23 “Whatever you do work at it with all your heart, as working for the Lord, not for men.”
Demonstrate an appreciation for diversity as an expression of the manifold image of God in humankind, and build on diversity as an asset in the classroom by consistently integrating culturally relevant materials and ideas. (I Corinthians 9:22 “I have become all things to all men.”)

Professional Education Objectives

Based on the mission of the college, a sound liberal arts education, and a major in a content-specific major, and through the force of the programmatic theme, the courses and experiences offered in the professional education curriculum are designed to foster in each student:

The knowledge of current schools, schooling, and teaching as a profession; including the historical, social, spiritual, and philosophical foundations of American education; organizational, curricular, and legal aspects; and trends affecting schools and teaching.
The knowledge of the characteristics of students who make up the schools, including human growth and development (cognitive, moral, social, spiritual, physical, and emotional); and the culturally diverse and exceptional populations of students.
A knowledge of the psychological principles and theories that underlie effective educational practices, including developmental processes, individual differences and motivation, learning theory, measurement and evaluation, and teacher behavior.
A knowledge of the interrelated processes of listening, speaking, reading, writing, and viewing, including how to teach the reading and writing processes.
A knowledge of and facility with three primary teaching strategies—presentation, questioning, and induction, including organizing, managing, and evaluating teaching and learning; using related media, research related to student achievement; and content-specific research and practice.
The necessary tools for a successful internship, including the ability to integrate theoretical and practical knowledge and experience; the knowledge and skills necessary to maintain a classroom environment conducive to learning; and the ability to make decisions through knowledge, reflection, and caring dispositions, and through an integration of faith and learning.
A desire to become a lifelong learner, particularly through association with professional organizations.

Gateway Requirements for Education Students

Progression through Montreat Teacher Education Program (MoTEP) Gateway (Download / View PDF)

Unless a candidate successfully completes his/her student teaching, including portfolio submission and participation in Forum on Issues in Education, s/he will not be approved for licensure in the State of North Carolina.

The Montreat College Education Department unit head/chair will also determine if a candidate is suitable for the North Carolina Public School classroom. His/her signature is also required for approval for licensure.

Requirements for Licensure in Education

To receive a teaching license, students must major in Elementary Education and take the licensure courses in education. In addition, graduates must also pass the Praxis II specialty area exams to be eligible for employment in the North Carolina school system.

Four-Year Schedule (Download / View PDF)

Why Major? Requirements