e-Learning

The teacher certification program in Elementary Education provides a graduate certificate that leads to recommendation for an elementary K-8 Initial Teacher Certificate. All but one program course is offered by e-Learning and are available to students throughout Alaska.  Students in the program must be self-directed learners and must have access to high speed Internet connections. Candidates need to plan for practicum placements in elementary and middle schools tied to practicum courses and for a semester of student teaching in an elementary or middle school (the latter by arrangement with the program coordinator only). In addition, candidates will be required to complete a summer course, which includes a one week residency in Juneau on the University of Alaska Southeast campus.

The Graduate Certificate in Elementary Education is embedded in the M.A.T. program. For more information on certification see the graduate certificate section of this catalog. This program leads to a Master’s degree as well as a recommendation for an Alaska initial elementary (grades K-8) teaching certificate.

Candidates must complete a student teacher application for both the State and the University, and sometimes the school district, before they are placed in their student teaching internship.

For student teaching, the department may limit registration, determine assignments, and prescribe the number of teaching hours required. Six successful credits of student teaching are required (3 credits accepted depending on the candidate-specific situation). The program coordinator reserves the right to require an additional 3-6 credit hours of student teaching for students who fail to meet the standard.

Courses are delivered by e-learning. Candidates are expected to have adequate computer, internet, and audio/visual access to complete all course requirements.

Interested Persons Report
At the end of Phase 1 and before beginning Phase 2 graduate courses, Candidates must secure an Interested Persons Report (IPR) from a local law enforcement agency or provide documentation of compliance from the local school district if a current employee. This background check is required before engaging in practicum classes where Candidates will be working with students in the public education setting. These are active for one year and must be renewed, as needed. You will need to submit a copy of your active IPR to the SOE office: uas.education@alaska.edu

Application Requirements

Applicants must have a bachelor’s degree with a general education background from an accredited institution. The program advisor will examine transcripts to determine if the applicant has sufficient content background in writing, mathematics, social science,  physical and life sciences, child development, the arts, physical education, and health. Applicants who lack sufficient content background in one or more of these areas can expect to take additional coursework.

Admission to the Elementary M.A.T program requires the following:

1. Student Information Sheet
2. A completed graduate application and $60 nonrefundable application fee.
3. An official transcript indicating a baccalaureate degree and a GPA of 3.00.
4. Two recommendations addressing professional dispositions for the Elementary program on specific forms provided by the School of Education.
5. A writing sample consisting of two pieces: (a) Statement of professional objectives and (b) An impromptu writing sample (prompt provided by School of Education).
6. Information Release Waiver Statement.
7. Documentation of successful work with children and early classroom experience.
8. Passing Praxis CASE/Core exam scores must be sent to UAS. (Students taking the Praxis outside of Alaska must also have the scores sent to the Alaskan Department of Education & Early Development directly from Education Testing Services (ETS), using code 7027.)
9. Content competency in writing, mathematics, social science, physical and life sciences, child development, the arts, physical education, and health are assessed at admission. Candidates may need to take extra undergraduate-level coursework if deficient in any area.
10. Applicants should consult with an advisor for a program overview and individual program scheduling.

Exit Criteria

1. Minimum cumulative GPA of 3.00
2. Satisfactory completion of all coursework
3. Completion of the Master’s Portfolio that provides evidence that the student meets all program goals, outcomes, and standards.
4. Official Praxis II exam (Elementary Education Content Knowledge exam (5018 or 5017). Scores that meet or exceed Alaska cut scores are due prior to completion of student teaching and are required for issuance of the State-Approved Program Verification Form and graduate certificate.

Additional information and links to forms at: https://www.uas.alaska.edu/education/programs/elementary-education.html

Program assessment plans and student learning outcomes are posted at the Program Assessment website.

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Interested Persons Report
At the end of Phase 1 and before beginning Phase 2 graduate courses, Candidates must secure an Interested Persons Report (IPR) from a local law enforcement agency. This background check is required before engaging in practicum classes where Candidates will be working with students in the public education setting. These are active for one year and must be renewed, as needed. You will need to submit a copy of your active IPR to the SOE office: uas.education@alaska.edu

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Course credit hours required for student teaching are determined by candidate's situation and must be approved by the program coordinator. 500 contact hours are required for the semester-long internship in an elementary general education setting.

InTASC Standard #1 Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

InTASC Standard #2 Learning Differences:The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

InTASC Standard # 3 Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

InTASC Standard #4 Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

InTASC Standard # 5 Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

InTASC Standard # 6 Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

InTASC Standard # 7 Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

InTASC Standard # 8 Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

InTASC Standard # 9 Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

InTASC Standard #10 Leadership and Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.