** All stated financial information is subject to change and depends on the number of credits transferred in. Financial aid available.
Ready to Have Your Own Classroom?
You can become an elementary, middle or high school teacher through 性视界传媒's flexible bachelor of education degree completion program one night a week and one Saturday a month.
Program graduates earn Oregon PreK-12 preliminary teaching licensure in either multiple subjects for elementary school or single subjects for middle and high school.
We value our partnerships with school districts across the state, and would love to talk about how we can support your district. If you are interested in exploring partnership opportunities with 性视界传媒, please reach out to Katy Turpen at kturpen@georgefox.edu.
Theoretical and practical teaching concepts which can be directly applied to classrooms
ESOL teaching strategies that meet the needs of all learners
Field experiences that help develop teaching strategies prior to student teaching
Cutting-edge technology to support educational goals
A curriculum that focuses on the “whole child” within education
In addition, what you study will be informed and shaped by your cohort - a supportive community of your peers who also desire to influence change one classroom at a time.
Students may take ELED 260 as a prerequisite before starting the Education program. However, students who have not completed ELED 260 prior to starting the program will be required to take it as part of their Education major course plan.
An overview of history and diverse social issues in education and an exploration of teaching as a career. Introduction to the teacher education program at 性视界传媒. Survey of learning theories and possible applications in the elementary classroom are explored. Prerequisite course.
Complete the following:
Students must complete all of the major courses below.
This course examines human development with developmental psychology, learning theory, and theoretical and practical aspects of human development-birth through adolescence. Foundations in learning theory and their connections to developmental psychology and learning theory are explored. Foundational knowledge of exceptionalities is built. Included will be age-level characteristics and developmentally appropriate practice for children in early childhood through middle school.
This course provides teacher candidates the opportunity to explore various types of curriculum offered in the 21st Century Classroom. Candidates will explore and analyze current curriculum in Science, Social Studies, Literacy, Math and Art. Candidates will also be introduced to best-practice teaching models. In addition, candidates will explore technology integration and how to best meet the needs of the 21st-century student.
Part of being an effective educator is recognizing and embracing diversity as an asset in the classroom. In this course, we will consider how institutional and classroom practices help and hinder students as well as how these practices align with values of dominant groups. This course also introduces you to a multiplicity of students and students' needs. It will provide you with a framework for approaching such situations and specific skills for facilitating learning for all students.
Working within the differentiation framework for curriculum planning, this course will examine and apply the concepts and instructional strategies that are essential for the academic achievement of our students from cultural, diverse, language, behavioral and academic backgrounds. Examines strategies for planning, managing, and teaching content to students. Emphasis is placed on curriculum, teaching, and hands-on learning approaches that accommodate a diverse student population.
Clearly, individual classroom teachers can have a major impact on student achievement. Of the three major roles of the classroom teacher 鈥� making choices about instructional strategies, designing classroom curriculum, and employing classroom management techniques 鈥� classroom management is arguably the foundation. Research on classroom management is integrated into the course. This course introduces the teacher candidate to research-based effective classroom management strategies.
The teacher candidate enters the classroom as a co-teacher who is collaborating with a cooperating teacher in developing and presenting instruction that is designed for the success of all students. Successful teaching and the completion of the teacher licensing portfolio. The teacher licensing portfolio is a written documentation of the student's ability to teach all students. Additional course fee required.
Building on the conceptual ideas of Assessment for Learning, this course focuses on the idea that assessment is a collaborative process that involves the student, teacher, and other stakeholders in a collaborative experience that is designed to empower student success. The four dimensions of background knowledge, language abilities, academics, and behavior assessments will provide the impetus for a course which investigates, develops, and plans assessments for all students, including English language learners, special education students, talented and gifted students, and mainstream students. A wide diversity of classroom assessments will be explored. Additionally, the use and interpretation of standardized assessments will be examined, and teacher candidates will be prepared to implement fair and realistic accommodations/assessments in the mainstream classroom.
An advanced seminar offered on an occasional basis addressing a current topic in the field that is of special interest to students and current faculty.
This course assists teacher candidates to synthesize their foundation, methods and content background during the full time clinical experience, including content to prepare the teacher candidates as they transition into the teaching profession. The course content is presented in a professional development workshop while encouraging an understanding of the need for continued growth as teaching professionals as well as additional information on classroom management and differentiation.
Elementary (multiple subjects) or Secondary (single subjects) Tracks (choose one):
Students may take MATH 211 and MATH 212 as prerequisites before starting the Education program. However, students who have not completed these courses prior to starting the program will be required to take them as part of their Education major course plan.
This course is the first of two courses designed to engage elementary and middle school prospective teachers in the learning and development of the mathematical knowledge needed for teaching mathematics. It has a multi-dimensional focus on mathematical problem solving and reasoning with understanding of numbers and their properties through various representations, including algebraic and visual representations. Additional course fee required.
This course is the second of two courses designed to engage elementary and middle school prospective teachers in the learning and development of the mathematical knowledge needed for teaching mathematics. Emphasis will be placed on nuanced mathematics content knowledge needed for teaching within the domains of algebra,statistics, probability, geometry, and measurement. Prerequisite: Completion of MATH 211 Foundations of Elementary Mathematics I.
This course seeks to integrate effective mathematics teaching and learning pedagogies within the framework of the common core state standards. The development of personal understanding of mathematical concepts and processes is emphasized; this process requires the student to expand his/her own learning beyond the course assignments to examine the relationships between mathematical concepts and the real world. Teaching mathematics effectively to diverse learners is emphasized. The course is interactive and dependent upon student participation.
This course is designed to provide you with a firm understanding of research-based, best practices for teaching science at the elementary and middle school levels. This course encourages prospective teachers to view science as a space for making sense of the natural and man-made world and focuses on what it means to think (content knowledge) and act (scientific and engineering practices) like a scientist. Prospective teachers will develop pedagogical content knowledge around three dimensional learning and learning progressions as described in the Next Generation Science Standards. Part of developing pedagogical content knowledge entails a specific focus on exploring and analyzing childhood ideas in science, planning, assessing, and implementing effective learning environments and lessons that utilize technology, best practices, hands-on experiences, student-centered learning and honors the diversity of all learners.
This course is designed to provide students with a firm understanding of research-based, best practices for teaching social studies at the elementary and middle school levels. This course encourages prospective teachers to view social studies as a way to analyze patterns of human behavior and understand cultural perspectives. Prospective teachers will develop pedagogical content knowledge. Part of developing pedagogical content knowledge entails a specific focus on exploring and analyzing national social studies standards. In addition, students will utilize technology, best practices, hands-on experiences, and student-centered learning. This course will celebrate the diversity of all learners.
This course focuses on the pedagogy of integrated STEAM (science, technology, engineering, arts, and mathematics) education that uses engineering design and language arts as authentic contexts for student learning. With an emphasis on engineering design, teacher candidates will develop engineering content and pedagogical content knowledge, as well as familiarity with the engineering practices and learning progressions described in the Next Generation Science Standards. Teacher candidates will develop efficacy to design, instruct, and assess STEAM units within the K through 5 grade span and the ability to critically examine STEAM resources and curriculum from the perspective of equity and social justice to support inclusive classroom environments.
This course examines and offers opportunities to apply health and physical education methods for elementary teachers. Using state and national standards, students will explore opportunities to include and integrate health and physical education content into the classroom.
This course focuses on teaching through a writing workshop. It creates a foundation for teaching writing focused on the individual needs of students. Theory, learner development, diversity and content knowledge will be applied in lesson and unit planning and in teaching children. Assessment, planning, teaching and reflection will be modeled using the CCSS, best practice and attention to the needs of all learners.
This course focuses on teaching reading through a reading workshop. This builds candidate knowledge in the areas of teaching reading focusing on the individual needs of each reader in the classroom. Theory, learner development, diversity and content knowledge will be applied in lesson and unit planning and in teaching children. Assessment, planning, teaching and reflection will be modeled using the CCSS, best practice and attention to the needs of all learners.
A study of instructional strategies and the design, implementation, and evaluation of curriculum for content-specific secondary classrooms. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of developmentally appropriate pedagogical practices within the content area.
A study of structures, strategies, issues, designs and possibilities for the implementation of curriculum to meet the specific developmental needs of secondary students with an emphasis on mid-level students in the content area. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of developmentally appropriate pedagogical practices with an emphasis on the content area at the mid-level.
Complete the following:
In addition to the Education Core (42 hours) and Pedagogy coursework (6 hours), students must complete 24 hours of content coursework. This coursework can be completed through 性视界传媒 Digital or at another college or University, and must be 100 level or above. The English Language Arts content coursework must include:
Analysis/Interpretation of Literature (15 hours) [ELED 402: Literary Analysis for English Language Arts Teachers may apply toward this requirement]
Compositon/Writing (6 hours)
Literacy/Language Conventions (3 hours)
The content coursework must be approved by the Program Director.
A study of instructional strategies and the design, implementation, and evaluation of curriculum for content-specific secondary classrooms. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of developmentally appropriate pedagogical practices within the content area.
A study of structures, strategies, issues, designs and possibilities for the implementation of curriculum to meet the specific developmental needs of secondary students with an emphasis on mid-level students in the content area. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of developmentally appropriate pedagogical practices with an emphasis on the content area at the mid-level.
Complete the following:
In addition to the Education Core (42 hours) and Pedagogy coursework (6 hours), students must complete 25 hours of content coursework. This coursework can be completed through 性视界传媒 Digital or at another college or University, and must be 100 level or above. The Integrated Science content coursework must include:
Physical Science (8 hours)
Life Science (8 hours)
Earth/Space Science (6 hours)
Nature of Science (3 hours) [may be met by completing ELED 403: Nature of Science]
The content coursework must be approved by the Program Director.
A study of instructional strategies and the design, implementation, and evaluation of curriculum for content-specific secondary classrooms. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of developmentally appropriate pedagogical practices within the content area.
A study of structures, strategies, issues, designs and possibilities for the implementation of curriculum to meet the specific developmental needs of secondary students with an emphasis on mid-level students in the content area. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of developmentally appropriate pedagogical practices with an emphasis on the content area at the mid-level.
Complete the following:
In addition to the Education Core (42 hours) and Pedagogy coursework (6 hours), students must complete 25 hours of content coursework. This coursework can be completed througth 性视界传媒 Digital or at another college or University, and must be 100 level or above. The Mathematics content coursework must include:
Calculus Sequence (12 hours)
Introduction to Proofs (3 hours)
Statistics (4 hours)
Measurement and Geometry (3 hours) [may be met by completing ELED 401: Geometry for Teachers]
Mathematical Modeling (3 hours)
The content coursework must be approved by the Program Director.
Bringing the Classroom to You
Become a teacher in a program that fits your life.
Connected Online Learning
With an online sychronous format, you'll join classes via Zoom and submit your assignments online. This isn't your typical "online degree" program, though.At 性视界传媒, you'll be connected with a small cohort that you interact with all week and professors who care deeply about your success.While the online format allows you to log into class from anywhere in the world, you won't be taking this journey alone – but will be supported by peers, faculty and staff every step of the way.
Accelerated Format
In the education degree completion program, you have two options for accelerated learning. You can get your teaching degree online in 16 months* with a January start or 20 months with a May or August start.
Whichever program length you choose, you'll complete the same number of core credits.
*To be eligible for the 16-month option, 12 credits of education major coursework must be completed before starting the program. For more information,contact your admissions counseloror check out ourtransfer credit guides.
Designed for the Working Adult
Go to school with a schedule that works with your life. Attend class one evening per week and one Saturday per month with approximately 15 to 18 hours of homework each week.
With organization and planning, students can stay on top of their school work and continue to work while in the program, except while student-teaching.
Become a teacher without neglecting your responsibilities
Streamlined Student-Teaching
Getting experience in a real classroom is a critical component of becoming a teacher.
性视界传媒 has streamlined this experience into one semester (15 weeks), which is much shorter than many of our competitors. This means that teacher candidates meet all licensing requirements with minimal impacts to their jobs and families.
Our student teaching placement director will work with you to ensure you have a placement that will meet all your licensing requirements. Although you will have some influence on where you are placed for student teaching, we ask that you do not arrange your student teaching assignment. It is a very complex process, so rely on us to help you through it!
Become a teacher of real kids in real classrooms and communities.
Be a Part of a Supportive Community
You will be a part of a small, supportive cohort of no more than 20 people. Your major classes will be completed with the same group of students – colleagues who will motivate you and provide continual support.
Become a teacher through close community, teamwork and support.
Taught by Experienced Teachers
All undergraduate faculty are experienced PreK-12 teachers who have gone on to become leaders in teacher education. Our faculty continuously develop curriculum and instruction strategies in which classroom practices are modeled and reinforced, providing a continuously evolving program that is relevant now and in the future.
Become a teacher alongside those who live the teaching life.
Teaching with Technology
As the classroom experience continues to be informed by technology, we prioritize equipping our graduates with a rich knowledge of how to integrate technology in their classrooms. Students will gain experience understanding how to strategize teaching in a virtual versus face-to-face environment. We familiarize our students with education apps like Pear Deck, Padlet, Weebly, Kahoot, and Flipgrid because we know that engaging K-12 kids in any format will continue to be important.
Become a teacher in the digital world.
Integrity and Values
We believe that becoming a teacher is about more than simply acquiring the skills and knowledge to teach. We view becoming a teacher as a journey of transformation, radically changing the mental and spiritual facets of ourselves.
The education faculty and staff strive to walk beside each candidate in this transforming journey, providing support, pointing the way – and sometimes asking the hard questions that can catalyze critical moments of growth. Faculty and staff strive to guide candidates in Jesus’ spirit of gentleness and persistence.
Our program offers a unique, refreshing and distinctive environment. On one hand, students are not required to be from any particular faith. On the other hand, everyone on the 性视界传媒 staff and faculty is a Christian, committed to treating each individual with dignity and respect, but also free to offer Christian perspectives.
There is no discrimination for religious belief or lack of it; instead, there is freedom to explore and converse. Throughout their course work, students will be asked to reflect upon their beliefs and worldview and how those affect their philosophy of teaching.
Become a teacher dedicated to personal growth.
Stepping Into the Gap
Earning a bachelor’s in the elementary education degree completion program allowed Kayla Kneeland to stay invested in her community on the Warm Springs Reservation, making an immediate and lasting impact where she was born and raised.
I work full time, and I am a wife and mother. My life can be busy, but 性视界传媒 sees that and helps me pursue my dream of becoming a teacher. Before I enrolled, deep down I didn’t think becoming a teacher was possible, but I have gained enough education and confidence to believe that, not only will I become a teacher, I will be a great one!
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