Teacher Education (BAS)(Plan Code: EETTEBAS)

Academic Plans, known as programs, include an overview description and a summary of program requirements. You can search the online catalog via the Academic Plan links on the right for a desired program or a specific course information. 

BAS General Education Requirements
Communication Skills (WC)
ENGL& 101English Composition I5
ENGL& 102English Composition II5
Quantitative Skills (Q)
MATH 122Math For Elementary Teachers (recommended)5
or
Select one option:5
Humanities (HA/HB)
ART 330Creative Arts in Teaching5
Humanities Course Options5
Social Sciences (SS)
SOC 360Social Studies for Teachers5
Social Sciences Course Options5
Natural Science (NS)
ENVS 300Inquiry-Based Science for Teachers5
Course Options5
Additional General Education Courses
DTA Natural Science, Social Science and/or Humanities distribution list courses15
ECE, EDUC, and ECED courses and/or General Education Courses27
Major Area Requirements
ECED 301Leadership and Supervision3
ECED 302Integrated Health and Physical Education2
ECED 303Language and Literacy Acquisition5
ECED 304Effective and Meaningful Curriculum Design5
ECED 305Observation and Assessment5
ECED 306Law and Ethics5
ECED 307Vision to Practice Anti-Bias Education5
ECED 401Social Emotional Guidance and Trauma Informed Practices5
ECED 402Meaningful Math Methods5
ECED 403Bilingual Teaching5
ECED 405Residency Teaching 18
ECED 406Seminar 14
ECED 407Residency Teaching 29
ECED 408Seminar 23
ECED 409Issues of Child Abuse in Education1
ECED& 160Curriculum Development5
EDUC& 115Child Development5
EDUC& 130Guiding Behavior3
EDUC& 204Inclusive Education5
EDUC& 240Diversity in Education5
Total Credits/Units180

Program Outcomes

Program outcomes are overarching skills that are emphasized and reinforced throughout several courses in a specific program; they are measurable statements that define what students should know or be able to do by the end of a certificate or degree at Clark College. After successful completion of this program, students will be able to:

  • POWER, PRIVILEGE INEQUITY AND CULTURALLY RESPONSIVE PRACTICES: The candidate demonstrates awareness and evaluates own cultural identity, biases and beliefs while maintaining an understanding of differences in perspectives and approaches; and creates and maintains learning environments that are culturally safe and responsive for a variety of students and their families where all feel safe and has a place
  • PEDAGOGICAL SKILLS: The candidate will apply learning theories while incorporating a variety of evidence-based instructional strategies in teaching practices across disciplines that are culturally, linguistically, individually, and developmentally appropriate for students with a variety of learning needs, and includes navigation of technology and utilization of learning management systems;
  • AREAS OF CONTENT KNOWLEDGE: The candidate will develop and implement central concepts of Language Arts, Science, Mathematics, Health and Fitness, Technology and Social Studies, Social and Emotional Development, all of which include 21st century skills such as critical thinking and identify resources the individual student needs for support, development and success;
  • CHILD DEVELOPMENT AND INDIVIDUALIZATION: The candidate applies theory of child development, including awareness of cultural responsiveness and diverse learning needs in planning and implementing learning plans that support students for individual growth across all developmental domains including students who are second language learners;
  • SUPPORTIVE COMMUNITIES: The candidate develops a teaching philosophy that includes the importance of relationships with students, families, colleagues and community resource agencies; creates and maintains those relationships to support the growth and development of individual students;
  • ASSESSMENT: The candidate will analyze and implement a variety of culturally and developmentally appropriate assessments while evaluating progress in collaboration with colleagues and families in order to guide and development of each student and demonstrate ability to self-assess one’s own teaching strategies;
  • GUIDANCE AND SUPPORT: The candidate observes and analyzes the behavior of students, to develop and implement strategies that are culturally, developmentally and effective in maximizing the success of each student and of the classroom while utilizing resources available within and outside of the classroom;
  • PROFESSIONALISM: The candidate, in pursuit of developing their teaching identity, is familiar with and engages with on-going professional development in alignment with district, state and national standards and trends, both collaboratively and individually;
  • ORGANIZATION AND COMPLIANCE: The candidate appraises, implements strategies and monitors the Individual Family Service Plan (IFSP), Individual Education Plan (IEP), and 504 plans in collaboration with teams that include families, professionals and teachers to provide support necessary for an individual student’s success and has awareness of WAC’s and other codes of which apply to teaching standards;
  • PLANNING: The candidate will prepare lesson plans based in theory and will routinely analyze, evaluate and synthesize the results of their own teaching practices and make appropriate changes that respond more effectively to student growth and development, recognizing cultural, ability and language diversity, while including appropriate stakeholders in the process.\

Program maps are a suggested academic plan and should not be used in the place of regular academic advising appointments. Your student entry method, placement, course availability, and program requirements are subject to change and transfer credit(s) may change your map/plan.
To view the current suggested map for your program please visit our website https://programmap.clark.edu/academics