Overview

The BSEd program in Elementary Education was designed for students who seek to become licensed elementary school teachers. This major focuses on laying the foundation for children’s lifelong learning and development. Elementary majors are prepared to teach essential knowledge and skills (including literacy, numeracy, critical thinking, and social interaction), but also to foster children’s curiosity, creativity, and thirst for knowledge. These students learn to create nurturing and inclusive classroom environments where children feel valued and supported. In the Elementary major, students will learn to tailor their instruction to meet the diverse needs of each student, employing innovative teaching methods to engage and inspire curiosity.

All of Loyola’s Bachelor of Science in Education (BSEd) majors complete the Teaching, Learning, and Leading with Schools and Communities (TLLSC) curriculum. This unique, research-based approach emphasizes authentic practices in field-based learning experiences in K-12 school and community settings. These modules were designed with four Cornerstones in mind—partnering with schools and communities, classroom diversity, ongoing classroom experience, and participating in professional learning communities.

Upon program completion, Elementary Education majors earn a BSEd in Elementary Education. They are eligible for the Illinois State Board of Education Professional Educator License (PEL) in Elementary Education (grades 1 through 6), as well as the English as Second Language (ESL) endorsement and the International Baccalaureate certificate.  All credentials are built into the Elementary Education major.

Related Programs

Curriculum

The Elementary Education major includes Core Curriculum and School of Education courses.  In addition, all Education majors complete field-based learning modules carrying a TLSC prefix. Each of these types of requirements is explained in the table below. Elementary Education-specific sections begin in Phase Two of the program. Consult the SOE undergraduate advisor and the Suggested Sequence of Classes table for the specific requirements of the Elementary Education major.

Course Requirements

Course List

Code	Title	Hours
University Core Courses
University Core requirements are typically met by taking 16 courses across ten central areas of knowledge and inquiry. Some Core requirements are met by taking pre-approved courses within the School of Education: CIEP 206 (Tier 2 Literacy), ELPS 219 (Tier 2 Historical) and ELPS 302 (Tier 2 Philosophical). Consult the SOE undergraduate advisor and Suggested Sequence of Classes table to identify Core requirements that apply to each student's pathway.
School of Education CIEP and ELPS courses
Education degree requirements include a number of courses offered within the School of Education and designed for all Education majors. At times, these courses will also address a specific portion of the Core (CIEP 206, ELPS 219, ELPS 302). Other courses address key knowledge and instructional skills (CIEP 104, CIEP 105, CIEP 359).
CIEP 104	Mathematics for Teachers I 1	3
CIEP 105	Mathematics for Teachers II	3
CIEP 206	Children's Literature	3
CIEP 359	Teaching Reading	3
ELPS 219	History of American Education	3
ELPS 302	Philosophy of Education	3
School of Education field-based TLSC modules
TLSC modules must be taken in order and in established groups (called Sequences) each semester. As students move through the TLLSC Phases, they gain extensive field experience, as well as knowledge and skills to effectively support elementary aged students. Specialized modules for Elementary majors begin with Phase Two. The TLLSC curriculum includes a one-year internship (TLSC 360, TLSC 370, TLSC 380) in an elementary school classroom under the supervision of a licensed and experienced teacher and University supervisor. In addition, students must enroll in Professional Learning Communities (PLCs) each fall (TLSC 300A) and spring (TLSC 300B) and collaborate with the others in the major. PLCs are led by a faculty member with expertise in elementary education. Consult the SOE undergraduate advisor and visit the Suggested Sequence of Classes tables to learn more about the four-year Elementary BSEd curriculum.
Phase One: Exploration
TLSC 110	The Profession and Our Program (TLLSC)	1
TLSC 120	Bringing Language, Learning & Development Theory into Practice	2
TLSC 130	Sequence One: 130 Community Immersion	1
TLSC 140	Teaching, Learning and Leading for Social Justice	1
TLSC 150	Constructive Learning Environments For Diverse Students	1
TLSC 160	Analyzing Culturally-Responsive Classroom Instruction	1
TLSC 210	Educational Policy For Diverse Students	2
TLSC 221	Individualized Instruction and Assessment for Diverse Learners 2	2
TLSC 222	Authentic Assessment and Instruction for Bilingual Learners	2
TLSC 300A	Professional Learning Communities ((4 @ 0 credits) Elementary Education majors must enroll each fall in the TLSC 300B section that corresponds with their major. Fall/Spring PLC credit is issued in the spring. Students must enroll in PLCs every semester for all four years.) 1	0
TLSC 300B	Professional Learning Communities ((4 @ 1 credit) Elementary Education majors must enroll each spring in the TLSC 300B section that corresponds with their major. Students must enroll in PLCs every semester for all four years.) 1	1
Phase Two: Concentration
TLSC 231	Teaching Science/Writing in Elem and Middle Grades	3
TLSC 232	Integrated Teaching/Learning Social Studies & Writing in Elementary Grades	3
TLSC 310	Language and Literacy for Diverse Students	2
TLSC 320	Using Classroom Data in a Collaborative Env to Advance Student Achievement	2
TLSC 330	Discipline-Specific Literacy for Diverse Students	2
TLSC 340	Teaching and Learning in an Area of Specialization	2
TLSC 350	Teaching and Learning with a Global Framework	4
Phase Three: Specialization
TLSC 360	Developing Rigorous and Relevant Instruction & Assessment 3	3
TLSC 370	Design&Implement Rigorous&Rlvnt Instrctn&Assmt: Tching Perform Assmt Prep 3	3
TLSC 380	Tching, Lrning & Leading with Schools & Communities Internship: Stud Tching 4	12
Total Hours		71

¹

This course is waived for students admitted into Track 2: 2+2 Transfer Program.

²

Students in the 2+2 Transfer Program take this course for 1 credit hour.

³

Students in the 2+2 Transfer Program for 2 credit hours.

⁴

Students in the 2+2 Transfer Program take this course for 8 credit hours.

Suggested Sequence of Courses

This sequence of courses is meant to be used as a suggested path for completing coursework. Elementary Education majors must consult their SOE advisor for assistance with course selection and to ensure that all Education degree requirements are met. Note that TLSC modules must be taken in a prescribed order. Students must complete each sequence before moving on to the next. Major-specific CIEP courses are linked to a sequence and must be taken within that semester.

Track 1: Traditional 4-Year Program

Plan of Study Grid

Sequence 1		Hours
TLSC 300A	Professional Learning Communities (Elementary)	0
TLSC 110	The Profession and Our Program (TLLSC)	1
TLSC 120	Bringing Language, Learning & Development Theory into Practice	2
TLSC 130	Sequence One: 130 Community Immersion	1
UCWR 110	Writing Responsibly	3
MATH 108	Real World Modeling with Mathematics	3
CORE	Literary Knowledge & Experience Tier I	3
UNIV 101	First Year Seminar	1
Submit all required documentation and background check prior to program entry
	Hours	14
Sequence 2
TLSC 300B	Professional Learning Communities (Elementary)	1
TLSC 140	Teaching, Learning and Leading for Social Justice	1
TLSC 150	Constructive Learning Environments For Diverse Students	1
TLSC 160	Analyzing Culturally-Responsive Classroom Instruction	1
CIEP 104	Mathematics for Teachers I	3
CIEP 206	Children's Literature	3
CORE	Scientific Literacy Tier I	3
CORE	Historical Knowledge Tier I	3
	Hours	16
Sequence 3
TLSC 300A	Professional Learning Communities (Elementary)	0
TLSC 210	Educational Policy For Diverse Students	2
TLSC 221	Individualized Instruction and Assessment for Diverse Learners	2
TLSC 222	Authentic Assessment and Instruction for Bilingual Learners	2
ELPS 219	History of American Education	3
CORE	Theological & Religious Studies Tier I	3
CORE	Societal & Cultural Knowledge Tier I	3
	Hours	15
Sequence 4
TLSC 300B	Professional Learning Communities (Elementary)	1
CIEP 359	Teaching Reading	3
CIEP 105	Mathematics for Teachers II	3
TLSC 231	Teaching Science/Writing in Elem and Middle Grades	3
TLSC 232	Integrated Teaching/Learning Social Studies & Writing in Elementary Grades	3
SCIENCE	Earth Science Elective	3
Take Elementary Content Area Test from IL Licensure Testing Service
	Hours	16
Sequence 5
TLSC 300A	Professional Learning Communities (Elementary)	0
TLSC 310	Language and Literacy for Diverse Students	2
TLSC 320	Using Classroom Data in a Collaborative Env to Advance Student Achievement	2
TLSC 330	Discipline-Specific Literacy for Diverse Students	2
SCIENCE	Life Science Elective	3
CORE	Artistic Knowledge	3
CORE	Ethics	3
Apply for One-Year Internship by October 1
	Hours	15
Sequence 6
TLSC 300B	Professional Learning Communities (Elementary)	1
TLSC 340	Teaching and Learning in an Area of Specialization	2
TLSC 350	Teaching and Learning with a Global Framework	4
PHYS 101	Liberal Arts Physics	3
PLSC 101	American Politics	3
CORE	Philosophical Knowledge Tier I	3
	Hours	16
Sequence 7
TLSC 300A	Professional Learning Communities (Elementary)	0
TLSC 360	Developing Rigorous and Relevant Instruction & Assessment	3
TLSC 370	Design&Implement Rigorous&Rlvnt Instrctn&Assmt: Tching Perform Assmt Prep	3
ELPS 302	Philosophy of Education	3
CORE	Theological and Religious Studies Tier II	3
ELECTIVE	General Elective	3
Apply for May Graduation in LOCUS by October 1
	Hours	15
Sequence 8
TLSC 300B	Professional Learning Communities (Elementary)	1
TLSC 380	Tching, Lrning & Leading with Schools & Communities Internship: Stud Tching	12
Must have passed Elementary Content Area Test prior to Sequence 8 student teaching
	Hours	13
	Total Hours	120

Track 2: 2+2 Transfer Program

Pathway for Transfer Students coming into Loyola with a two year degree (associate's degree or 60 credits):

Plan of Study Grid

Year 3
Fall		Hours
CIEP 105	Mathematics for Teachers II	3
TLSC 110	The Profession and Our Program (TLLSC)	1
TLSC 120	Bringing Language, Learning & Development Theory into Practice	2
TLSC 130	Sequence One: 130 Community Immersion	1
TLSC 210	Educational Policy For Diverse Students	2
TLSC 221	Individualized Instruction and Assessment for Diverse Learners	1
TLSC 222	Authentic Assessment and Instruction for Bilingual Learners	2
THEO 190	Loyola's Mission: Ignatian Traditions	3
	Hours	15
Spring
TLSC 140	Teaching, Learning and Leading for Social Justice	1
TLSC 150	Constructive Learning Environments For Diverse Students	1
TLSC 160	Analyzing Culturally-Responsive Classroom Instruction	1
TLSC 231	Teaching Science/Writing in Elem and Middle Grades	3
TLSC 232	Integrated Teaching/Learning Social Studies & Writing in Elementary Grades	3
ELPS 302	Philosophy of Education	3
CIEP 359	Teaching Reading	3
	Hours	15
Year 4
Fall
ELPS 219	History of American Education	3
TLSC 310	Language and Literacy for Diverse Students	2
TLSC 320	Using Classroom Data in a Collaborative Env to Advance Student Achievement	2
TLSC 330	Discipline-Specific Literacy for Diverse Students	2
TLSC 340	Teaching and Learning in an Area of Specialization	2
TLSC 350	Teaching and Learning with a Global Framework	4
	Hours	15
Spring
TLSC 360	Developing Rigorous and Relevant Instruction & Assessment	2
TLSC 370	Design&Implement Rigorous&Rlvnt Instrctn&Assmt: Tching Perform Assmt Prep	2
TLSC 380	Tching, Lrning & Leading with Schools & Communities Internship: Stud Tching	8
CIEP 206	Children's Literature	3
	Hours	15
	Total Hours	60

School of Education Requirements

Undergraduate students in the School of Education must complete all degree requirements with a grade of C or better in order to graduate and be entitled for the Illinois State Professional Educator License (PEL). They must also enroll in and pass PLCs each semester. In order to enroll in TLSC modules, all students must complete required documentation procedures, including background checks, at designated points in their pathway and as required by field sites. TLSC modules address the University requirement for Engaged Learning.

Licensure Requirements

In order to be entitled for the Illinois State Professional Educator License (PEL), students must pass the Illinois Elementary Education licensure exam prior to their final internship semester.

Additional Undergraduate Graduation Requirements

All Undergraduate students are required to complete the University Core, at least one Engaged Learning course, and UNIV 101.  SCPS students are not required to take UNIV 101.  Nursing students in the Accelerated BSN program are not required to take core or UNIV 101.  You can find more information in the University Requirements area.

Learning Outcomes

• After the first three semesters of the program, candidates will articulate and apply principles of social justice and theories of learning to critically reflect upon their own identities and emerging teaching practices.
• After the first three semesters of the program, candidates will analyze educational policies to suggest instructional practices that support individual students in equitably accessing curriculum and instruction.
• After the first six semesters of the program, candidates will analyze assessment data and curriculum to make instructional decisions to support students’ learning, language development, and social-emotional well-being.
• After the first six semesters of the program, candidates will design instruction that articulates clear learning goals, aligned assessments, and engaging instruction in response to students’ backgrounds, abilities, and needs.
• By program completion, candidates will apply culturally and linguistically responsive teaching strategies to create inclusive learning environments that promote student engagement, positive behavior, and equitable participation.
• By program completion, candidates will demonstrate content and pedagogical knowledge by developing and delivering instruction that accurately represents disciplinary concepts and supports student understanding.
• By program completion, candidates will reflect on teaching practice using evidence of student learning to identify areas for instructional adjustments, stakeholder collaboration, and professional development.