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 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 (AAT) 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 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 Introduction to Special Education is a requirement of Montgomery College's AAT. 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.
|First Semester |
|COMM 108 ||Introduction to Human Communication (SPCF) ||3 |
|EDUC 101 ||Foundations of Education ||3 |
|EDUC 102 ||Field Experience In Education ||1 |
|ENGL 101 ||Introduction to College Writing* ||3 |
|HIST 200 ||History of the United State: A Survey Course form Colonial Times to 1865 (HUMD) || |
| || |
|HIST 201 |
|History of the United States: A Survey Course from 1865 to the Present (HUMD) |
|MATH 130 |
|Elements of Mathematics I; Mathematical Reasoning and Number Systems (MATF) |
|Second Semester |
|BIOL 101 ||General Biology (NSLD) ||4 |
|EDUC 201 ||Introduction to Special Education ||3 |
|EDUC 202 ||Field Experience in Special Education ||1 |
|ENGL 102 |
|Critical Reading, Writing, and Research (ENGF) ||3 |
|MATH 131 ||Elements of Mathematics II: Geometry and Algebra ||4 |
|PSYC 102 ||General Psychology (BSSD)** ||3 |
| Third Semester |
|EDUC 243 ||Processes and Acquisition of Reading ||3 |
|MATH 132 |
|Elements of Mathematics III: Probability, Statistics, and Problem Solving ||4 |
|PSCI 101 ||Physical Science I (NSLD) ||4 |
|PSYC 203 |
|Human Growth and Development During the Life span ||3 |
| ||Humanities distribution† ||3 |
|Fourth Semester |
|GEOG 130 ||Global Geography (BSSD)** ||3 |
|HLTH 205 ||Health and Fitness for Teachers ||3 |
|ISTD 173 ||Integrated Arts (ARTD) ||3 |
|PSCI 102 ||Physical Science II ||4 |
|PSYC 227 ||Educational Psychology ||3 |
| || || |
|Total Credit Hours 68 |
* ENGL 101, if needed for ENGL 102/103, or general elective.
† HIST courses will not satisfy this requirement.
The two three-credit-hour behavioral and social sciences
(BSSD) courses must be from different disciplines.
Program Outcomes for the Teacher Education Transfer Program A.A.T. - Elementary
Upon completion of this program a student will be able to:
- 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 and adolescents, with specific consideration to disabilities and cultural and linguistic diversity.
- Analyze and critique current scientifically-based research and culturally responsive instructional practices for the purpose of understanding the educational needs of students and families.
- Identify the current and inclusive philosophies for differentiating instruction to analyze, improve, and facilitate instruction for diverse learners.
- Demonstrate and utilize technology as a teaching/reinforcement tool.
- Develop excellent written, verbal, critical thinking, and problem solving skills, which will allow him or her to effectively make connections between prior knowledge/ experience and new learning.
Back to top