Interdisciplinary Studies for Elementary Precertification Major

SSH PEAK

Students who wish to earn elementary certification complete the Interdisciplinary Studies for Elementary Precertification major in the SSH PEAK. Students will select PEAK minors in the Humanities and Fine Arts (HFA) and Natural Sciences and Math (NSM) PEAKs, one of which must be a “Second Teaching Field” minor, in addition to completing the Professional Foundations and Enhancements minor in the PFE PEAK.

Major Requirements

41 credits

Interdisciplinary Requirements (17 credits)

Complete the following courses.

-HIS-200*	Intro History of U.S. (no longer offered)	3 credits
MAT-113	Mathematics for Elementary Teachers I	3 credits
MAT-114	Mathematics for Elementary Teachers II	2 credits
MAT-115	Mathematics for Elementary Teachers III	3 credits
-POE-100*	Essentials Am Govt (no longer offered)	3 credits
PSY-221	Educational Psychology	3 credits

* HIS-200 and POE-100 are no longer offered. Please see Self Service Progress for appropriate substitutions.

Education Courses (24 credits)

Complete the following courses. These meet the pre-certification requirements of the Idaho State Department of Education.

EDU-202	Introduction to Teaching	3 credits
EDU-253	Language and Literacy Development	3 credits
EDU-301	Foundations of Schooling	3 credits
EDU-304	Literacy Assessment and Intervention	3 credits
EDU-305	Literacy in Content Areas	3 credits
EDU-430	Teaching in a Diverse Society	3 credits
EDU-441	Curriculum and Instruction	3 credits
EDU-442	Teaching Exceptional Children	3 credits

Outcomes

Upon successful completion of this major, students will be able to:

1) Understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and design and implement developmentally appropriate and challenging learning experiences (Standard 1, ICTS);

2) Understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues (Standard 5, ICTS);

3) Plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context (Standard 7, ICTS);

4) Understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways (Standard 8, ICTS); and

5) Understand schools as organizations within a historical, cultural, political, and social context and know how to work with others across the system to support learners (Standard 10, ICTS; Indicator a).