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
Revised: Effective Semester-Fall 2013
The teacher education transfer program A.A.T. comprises a curriculum that provides the first two years of a four-year bachelor's degree and teacher certification. The curriculum prepares students to transfer to an elementary education or Generic Special Education program at a four-year college or university in the state of Maryland. The associate of arts in teaching (A.A.T.) articulates with all of the transfer programs in elementary education and Generic Special Education in the state of Maryland. This program enables students to fulfill their General Education requirements, participate in fieldwork experiences, and complete a core of professional education course work appropriate for the first two years of teacher preparation. To earn the A.A.T. students must achieve a minimum of a 2.75 cumulative GPA and present acceptable scores on one of the following state-approved standardized test: SAT, ACT, GRE or Praxis I Pre-Professional Skills Test.
Please Note: ED 140 Introduction to Special Education is a requirement of Montgomery College's A.A.T. 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 as part of the requirements for a baccalaureate degree and teacher education certification at four-year institutions.
| General Education Requirements |
| Foundation Courses |
| EN 102 |
Critical Reading, writing, and Research |
3 |
| HE 201 |
Health and Fitness for Teachers |
3 |
| MA 130 |
Elements of Mathematics I |
4 |
| SP 108 |
Introduction to Human Communication |
3 |
| Distribution Courses |
| BI 101 |
General Biology (NSLD) |
4 |
| HS 201 |
History of the United States : A Survey Course: from Colonial Times to 1865 (HUMD) |
|
OR
|
|
|
| HS 202 |
History of the United States : A Survey Course: from 1865 to the Present (HUMD) |
3 |
| |
Humanities* |
3 |
| IS 272 |
Integrated Arts (ARTD) |
3 |
| PC 101 |
Physical Science I (NSLD) |
4 |
| PY 102 |
General Psychology (BSSD) |
3 |
| Program Requirements |
| ED 101 |
Foundations of Education |
3 |
| ED 102 |
Field Experience in Education |
1 |
| ED 140 |
Introduction to Special Education |
3 |
| ED 141 |
Field Experience in Special Education |
1 |
| ED 216 |
Processes and Acquisition of Reading |
3 |
| EN 101 |
Introduction to College Writing |
3 |
| GE 110 |
Global Geography |
3 |
| MA 131 |
Elements of Mathematics II |
4 |
| MA 132 |
Elements of Mathematics III |
4 |
| PC 102 |
Physical Science II |
4 |
| PY 203 |
Human Growth and Development |
3 |
| PY 227 |
Educational Psychology |
3 |
Total credit hours 65-68 |
* Students should choose another HUMD besides an HS course.
† EN 101, if needed for EN 102/109.
Program Outcomes for the Teacher Education Transfer Program A.A.T. - Elementary
Upon completion of this program a student will be able to:
- Describe the policies, issues, and trends in the field of elementary education.
- Identify major historical events in education and analyze the impact of those events with current educational trends.
- Identify the psychological, cognitive, emotional, and physical characteristics of typically
- developing children, children with disabilities, and children who are culturally and linguistically diverse.
- Explain the importance of research for the purpose of understanding the educational needs of students and families.
- Analyze and critique current scientifically-based research instructional practices.
- Compare and contrast instructional strategies based on students’ learning style.
- Develop clear learning goals that are appropriate for all students across the continuum of learning needs.
- Explain the impact of culturally and linguistically diverse experiences on learning.
- Identify the current and inclusive philosophies and practices in providing services for students with disabilities.
- Demonstrate and utilize technology as a teaching/reinforcement tool.
- Identify and explain the models of classroom and behavior management.
- Collaborate with school personnel and service providers to facilitate and promote inclusive education for students.
- 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.
- 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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