View Associate of Arts in Teaching — Elementary Education/Elementary Special Education: 601A
View Associate of Arts in Teaching in Early Childhood Education/Early Childhood Special Education: 604
View Associate of Arts in Teaching in Secondary Education — Chemistry: 610
View Associate of Arts in Teaching in Secondary Education — English: 607
View Associate of Arts in Teaching in Secondary Education — Mathematics: 605
View Associate of Arts in Teaching in Secondary Education —_Physics: 603
View Associate of Arts in Teaching in Secondary Education — Spanish: 602
The Teacher Education Transfer Program AAT (Associate of Arts in Teaching) comprises a curriculum that provides the first two years of a four-year bachelor's degree and teacher certification. This curriculum prepares students to transfer to an Early childhood Education program at a four-year college or university in the state of Maryland. The Associate of Arts in Teaching (AAT) articulates with all Maryland transfer programs in early childhood education. The program enables students to fulfill their general education requirements, participate in field work experiences, and complete a core of professional education coursework appropriate for the first two years of teacher preparation. To earn the AAT students must achieve a minimum of a 2.75 cumulative GPA and present acceptable scores on a state approved basic skills test.
Please note: "EDUC 201 -This Introduction to Special Education course required by Montgomery College is a necessary requirement of the College's AAT Degree in Early Childhood Education but is not sufficient to meet all special education or inclusion course requirements for four-year teacher education programs. Students may be required to take additional special education or inclusion courses a a part of the requirements for a baccalaureate degree and teacher education certification at four-year institutions."
|First Semester |
|BIOL 101 |
|General Biology (NSLD) ||4 |
|EDUC 119 ||Introduction to Early Childhood Education |
|ENGL 101 ||Introduction to College Writing* ||3 |
|MATH 130 |
|Elements of Mathematics I; Mathematical Reasoning and Number Systems (MATF) |
| ||Health foundation |
|Second Semester |
|ENGL 102 |
|Critical Reading, Writing, and Research (ENGF) ||3 |
|EDUC 135 |
|Child Growth and Development |
|MATH 131 ||Elements of Mathematics II: Geometry and Algebra ||4 |
|PSCI 101 ||Physical Science I (NSLD) ||4 |
|HIST 200||History of the united States: A Survey Course from Colonial Times to 1865 (HUMD)|| |
|OR || || |
|HIST 201 ||History of the United States: A Survey Course form 1865 to the Present (HUMD) ||3 |
| Third Semester |
|EDUC 136 ||Curriculum Planning in Early childhood Education |
|MATH 132 |
|Elements of Mathematics III: Probability, Statistics, and Problem Solving ||4 |
|PSCI 102 ||Physical Science II ||4 |
|EDUC 201 |
|Introduction to Special Education |
|PSYC 102 |
|General Psychology (BSSD) |
|Fourth Semester |
|EDUC 243 |
|Processes and Acquisition of Reading |
|GEOG 105 |
|Cultural Geography (BSSD)** |
| || |
|GEOG 130 ||Global Geography (BSSD)** ||3 |
|ISTD 173 ||Integrated Arts (ARTD) ||3 |
|Behavioral and social sciences distribution** |
|Humanities distribution‡ |
|Total Credit Hours 64 |
* ENGL 101, if needed for ENGL/103 102, or general elective.
† Select sociology, anthropology, or political science.
‡ Select ENGL literature course.
The two three-credit-hour behavioral and social sciences
(BSSD) courses must be from different disciplines.
Program Outcomes for the Teacher Education Transfer Program AAT - Early Childhood Education
Upon completion of this program a student will be able to:
- Describe the theories and principles of child development and learning and apply the theories and principles to their classroom teaching.
- Identify the policies, issues, trends, and historical events in the field of early childhood education.
- Use systematic observations, documentation, and other effective assessment strategies in a responsible way to positively influence children’s learning and development.
- Demonstrate knowledge of supporting and empowering families and communities through respectful, reciprocal relationships.
- Demonstrate understanding of content areas and apply developmentally appropriate approaches to enhance children’s learning and development.
- Identify and explain the models of classroom and behavior management.
- Identify strategies for working and advocating for families of culturally and linguistically diverse (CLD) students and students with disabilities in order to facilitate a child’s educational program.
- Analyze and reflect upon teaching practices for the purpose of improving and differentiating instruction for students.
- Identify community resources serving students with special needs and their families.
- Identify and conduct themselves as early childhood professionals who use ethical guidelines and NAEYC standards related to early childhood practice, and who are advocates for sound educational practices and policies.
- Demonstrate excellent written, verbal, critical thinking, and problem solving skills which will allow them to effectively make connections between prior knowledge/ experience and new learning.
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