5-Year Elementary Education

Five-Year Teacher Education Program Purposes and Goals

The goals of the WVU Five-Year Teacher Education Program describe the qualifications that represent the end result of teacher preparation.  Graduates of the program should have these qualifications:

  • Possess a commitment to, and the skills for, life-long learning
  • Be effective communicators
  • Recognize that teaching is a professional, moral, and ethical enterprise with well-developed ethical frameworks which facilitate effective teaching
  • Be a facilitator of learning for all students
  • Possess in-depth knowledge of both pedagogy and content, as well as an integrated understanding of these two important knowledge areas
  • Be reflective practitioners who can thoughtfully apply knowledge and experience to practice and critically examine choices
  • Be aware of, and have respect for, human diversity
  • Be liberally educated: value and integrate knowledge from a wide variety of fields, be creative and open to new ideas, and be able to act constructively in a world characterized by technological, cultural, and societal diversity and change.

The teacher education program is a five-year program culminating in two degrees which are awarded simultaneously: a baccalaureate degree in the content area and a master’s degree in education.  The program meets standards for teacher licensure in West Virginia.

Program requirements are subject to change based upon State Department and accreditation agency policies.

Five-Year Teacher Education Program for Elementary Education

All students in the Five-Year Teacher Education program in Elementary Education prepare to teach multi-subjects in grades K–6.  They must also select at least one of the following specialization options for additional licensure endorsements;

Specializations for Grades 5–9

  • French
  • Integrated Science
  • English
  • Mathematics
  • Social Studies
  • Spanish 


Specializations  in:

  • Special education, multi-categorical
  • Pre-Kindergarten and Kindergarten

Year 5 Interns:

Having successfully completed semester 8, students are then recommended to be officially accepted into the graduate year prior to being enrolled in semesters 9 and 10 of the Five-Year Teacher Education Program.  Upon entrance to semester 9 as a graduate student, students are referred to as Interns. Students will receive notification of acceptance in a letter from the Five-Year Teacher Program Office.

Note: Interns are restricted from ALL graduate and or resident assistantships during the semester in which they complete their practical experience (semester 9 /student teaching). No work responsibilities may interfere with the Interns' commitment to meeting the program requirements.

Five-Year Teacher Education Program

Criteria for Admission to Pre-Education

High school students interested in teaching careers should seek admission to the pre-education program when applying to the University.  Students may also seek admission to pre-education at any point between entry and successful completion of 59 hours of approved University coursework.  To be admitted to pre-education, a student must have an ACT score of 23, or a SAT math and verbal combined score of 1030, or a high school GPA of 3.0. Students who do not meet the aforementioned criteria and are interested in pursuing a teaching career  may enter the Center for Learning, Advising, and Student Success. After they achieve a  2.75 University GPA, they may transfer to pre-education.  Since formal admission into teacher education cannot occur until 59 hours have been completed, those students admitted to education are designated as pre-education students. The general admission requirements for teacher education are described below:

 Criteria for Admission into the Five-Year Teacher Education Program

To be eligible for consideration for admission to the Five-Year Teacher Education Program, a student must do the following:

  • Complete an approved volunteer or work experience totaling at least sixty (60) hours of instruction-related activities with children or youth prior to enrolling into EDUC 200;
  • Successfully complete EDUC 100 and 200 with a grade of "C-" or above in each course;
  • Submit a portfolio which includes (a) “Volunteer Experience” paper, (b) documentation of volunteer experience, (c) evaluation from volunteer experience, (d) passing scores on the Praxis Test. *Core Academic Skills for Educators: Combined test, (Reading, Writing, Mathematics), Test Code # 5751.CORE* or a score of 26 on the ACT or 1170 on the SAT, and (e) transcript;
  • Complete a minimum of fifty-nine hours (59) of approved University coursework;
  • Achieve a 2.75 grade point average (GPA) computed on all approved University work attempted;
  • Demonstrate the dispositions (fairness, learning for all, and professionalism) required of teacher educators in all professional education courses.

Students who do not meet the skill-proficiency requirements listed under General Requirements for Admission may avail themselves of the numerous remediation options on campus, including the Reading and Study Skills Laboratory, the Teaching and Learning Technologies Center, and the Praxis Core Workshop.

Admission Process

Because the program of study for the Five-Year Teacher Education Program is rigorous, any student who seeks admission into the program is expected to demonstrate a high level of commitment to becoming a professional educator.  This includes a commitment to seeking opportunities to increase his or her understanding of, and ability to, implement appropriate instructional practices in the classroom, as well as engage in on-going reflective practices about the impact that instruction has on the student learners.

Application for acceptance into the program is submitted and reviewed at the successful completion of spring semester (semester 4) only.  This point of student progression (typically referred to as “Milestone One”) into the program is competitive, as only a limited number of students are accepted.  

Upon reaching Milestone One, students apply for formal admission to the Five-Year Teacher Education Program.  Admissions to teacher education are limited and not guaranteed, due to the capacity of specific content areas.  Therefore, Pre-education students are advised to consult with advisers regarding the availability of the specializations in which they are most interested.  The credentials of qualified pre-education students will be reviewed by the Admissions Committee. At that time, students are admitted to the specialization of their choice in order of decreasing portfolio scores until the specialization reaches its capacity.  If space is not available in the preferred specialization, students may be considered for another specialization request admission in the following year.

Students who meet every standard will be ranked for admission to the certification option of their choice.  Final decisions regarding admission will be made once semester 4 grades become available and admission portfolios have been reviewed.  Successful applicants will be notified via U.S. mail.  No placements of successful applicants will be made until the Five-Year Program Office has received the “placement reservation form” that is included in each initial notification letter.  At this point, accepted students are officially admitted to Five-Year Teacher Education program and begin in fall semester. 

In accordance with public school policy to ensure the safety of all students, students entering program required field or clinical placements in public schools (effective July 1, 2007 must complete a WV background and fingerprinting check and provide documentation of background/fingerprinting checks to school officials for review.

BMDS In Elementary Education

General Education Foundations

Please use this link to view a list of courses that meet each GEF requirement.

NOTE: Some major requirements will fulfill specific GEF requirements. Please see the curriculum requirements listed below for details on which GEFs you will need to select.

General Education Foundations
F1 - Composition & Rhetoric3-6
Introduction to Composition and Rhetoric
and Composition, Rhetoric, and Research
Accelerated Academic Writing
F2A/F2B - Science & Technology4-6
F3 - Math & Quantitative Skills3-4
F4 - Society & Connections3
F5 - Human Inquiry & the Past3
F6 - The Arts & Creativity3
F7 - Global Studies & Diversity3
F8 - Focus (may be satisfied by completion of a minor, double major, or dual degree)9
Total Hours31-37

Curriculum Requirements

WVUE 191First Year Seminar1
ENGL 101
ENGL 102
Introduction to Composition and Rhetoric
and Composition, Rhetoric, and Research (GEF 1)
GEF 2B Science & Technology4
General Biology
and General Biology Laboratory
Choose one of the following (GEF 3):3
College Algebra 5-Day
College Algebra 4-Day
College Algebra 3-Day
PSYC 101Introduction to Psychology (GEF 4)3
HIST 152Growth of the American Nation to 1865 (GEF 5)3
Literature Course (GEF 6) 3
SOCA 105Introduction to Anthropology (GEF 7)3
GEF 8 Focus Coursework:9
World Regions
Understanding Statistics
Making of Modern America: 1865 to the Present
BIOL 102
BIOL 104
General Biology
and General Biology Laboratory
GEOL 101
GEOL 102
Planet Earth
and Planet Earth Laboratory
PHYS 105Conceptual Physics4
CHEM 111Survey of Chemistry4
or CHEM 115 Fundamentals of Chemistry
MUSC 182Music in the Elementary School3
or ART 103 Materials and Procedures
MATH 232Number and Algebra for Teachers3
or C&I 293 Special Topics
MATH 233Measurement and Geometry for Teachers3
or C&I 293 Special Topics
PSYC 241Introduction to Human Development3
SHED 401Elementary School Health Program4
RDNG 403Literature for Children3
EDUC 100Education Colloquium1
EDUC 200Professional Inquiry in Education (fulfills Writing and Communication Skills requirement)3
EDUC 301Learning in Educational Settings3
EDUC 311Practicum 1/Technology Application1
EDUC 312Practicum 2/Technology Application1
EDUC 400Instructional Design and Evaluation3
EDUC 401Managing and Organizing Learning Environments3
EDUC 410Practicum 3/Technology Application2
EDUC 411Practicum 4: Technology Application4
EDUC 414Promoting Creative Expression in Elementary Classrooms3
EDUC 430Mathematical Methods - Elementary Teacher3
EDUC 440Elementary-Early Childhood Science Methods3
EDUC 450Issues and Methods for Teaching Elementary Social Studies3
EDUC 460Foundations of Language and Literacy3
EDUC 461Promoting Literacy Connections3
RDNG 422Reading in the Content Areas3
SPED 304Special Education in Contemporary Society3
SPED 460Differential Elementary Instruction3
SPECIALIZATION COURSES (See Areas of Emphasis)12
Total Hours130

Suggested Plan of Study

First Year
WVUE 1911ENGL 102 (GEF 1)3
EDUC 1001SOCA 105 (GEF 7)3
BIOL 101
BIOL 103 (GEF 2)
4MATH 126A, 126B, or 126C (GEF 3)3
ENGL 101 (GEF 1)3HIST 153 (GEF 8)3
PSYC 101 (GEF 4)3BIOL 102
BIOL 104
HIST 152 (GEF 5)3 
 15 16
Second Year
GEOG 102 (GEF 8)3ART 103 or MUSC 1823
PHYS 1054EDUC 2003
PSYC 2413CHEM 1114
SPED 3043STAT 111 (GEF 8)3
World Literature Course (GEF 6)3Specialization course3
 16 16
Third Year
MATH 2323GEOL 101
GEOL 102
SHED 4014MATH 2333
EDUC 3013EDUC 3121
EDUC 3111EDUC 4003
RDNG 4033EDUC 4603
Specialization course3Specialization course3
 17 17
Fourth Year
EDUC 4102EDUC 4013
EDUC 4303EDUC 4114
EDUC 4143EDUC 4403
EDUC 4613EDUC 4503
SPED 4603RDNG 4223
Specialization course3 
 17 16
Total credit hours: 130

NOTE: See Graduate Catalog for Master's degree requirements (MA in Education, Elementary Education)

Areas of Emphasis

Early Childhood EDUCATION, PREK-K

Early Childhood Specialization (Elementary Education)
C&I 410Early Childhood Education 13
C&I 411Early Childhood Education 23
CDFS 212Early Childhood Development3
or CDFS 316 Child Development Practicum
CDFS 430Best Practices in Pre-K Movement3
Total Hours12

English Education 

English Education Specialization (Elementary Education)
Select three from the following:9
Poetry and Drama
Short Story and Novel
The Short Story
ENGL 226Non-Western World Literature *3
ENGL 241American Literature 13
ENGL 242American Literature 23
C&I 324Teaching Language Arts: Secondary School3
Total Hours21

A regional, ethnic, or minority literature course may be substituted. 

Integrated Science

C&I 444Teaching Science: Secondary School3
Lower Division Electives
Choose 9 hours from the following courses:9
Environmental Biology
Environmental Biology Laboratory
The Human Environment
Survey of Chemistry
Fundamentals of Chemistry
West Virginia's Natural Resources
Physical Geography Laboratory
Physical Geography
Earth Through Time
Earth Through Time Laboratory
Introduction to Human Nutrition
Introductory Physics
Physics of Music
Light, Vision and Color
Upper Division Electives
Choose 6 hours from the following:6
Descriptive Astronomy
Flora of West Virginia
Special Topics
Principles of Entomology
Physical Oceanography
Natural Resources
Climate and Environment
Total Hours18

Social studies

Interdepartmental Studies Specialization (Elementary Education)
EDUC 450Issues and Methods for Teaching Elementary Social Studies3
HIST 179World History to 15003
HIST 180World History Since 15003
HIST 250West Virginia3
HIST 261Recent America: The United States since 19183
POLS 220State and Local Government3
History Electives
Select two from the following:6
History of American Women
African-American Since 1900
Other upper-division HIST courses
Total Hours24

Mathematics Education 

Mathematics Education Specialization (Elementary Education)
MATH 128Plane Trigonometry3
MATH 155Calculus 14
or MATH 150 Applied Calculus
or MATH 153 Calculus 1a with Precalculus
or MATH 154 Calculus 1b with Precalculus
MATH 218History of Mathematics3
C&I 337Mathematics in the Junior High School and Middle School3
C&I 426Teaching Rational Number/Proportional in K-93
Total Hours16

Multicategorical SPECIAL EDUCATION, K-6 + 5-ADULT

Multicategorical SPED K-Adult Specialization (Elementary Education)
SPED 364Individualized Educational Programming3
SPED 365Technology and Universal Design for Learning3
SPED 366Transition Planning3
SPED 403Behavior Support for Students with Special Needs3
SPED 463Collaborative-Consultative Inclusion Strategies3
SPED 667Elementary Content Methods3
SPED 668Secondary Content Methods3
SPED 513Internship: Multicategorical Special Education K-63
SPED 514Internship: Multicategorical Special Education 5-Adult3
Choose additional coursework from one of the following content areas:3
Plane Trigonometry
Intro to Computer Applications
Poetry and Drama
Short Story and Novel
American Literature 1
American Literature 2
Earth Through Time
Descriptive Astronomy
World History to 1500
and West Virginia
World History Since 1500
Total Hours30


World Language Education Specialization (Elementary Education)
Choose from French or Spanish:27
French Requirements
Elementary French 1
Elementary French 2
Intermediate French 1
Intermediate French 2
Language Through Civilization
Language Through Culture
Phonetics and Pronunciation
Contemporary Culture
The Teaching of Foreign Languages
Spanish Requirements
Elementary Spanish 1
Elementary Spanish 2
Intermediate Spanish 1
Intermediate Spanish 2
Readings in Spanish
Spanish Conversation
Latin American Culture
Culture of Spain
The Teaching of Foreign Languages
Total Hours27

Major Learning Goals

5-Year Elementary Education

The learning goals for the WVU Five-Year Elementary Teacher Education Program are to prepare students who:

  • Have commitment and skills to engage in life-long learning.
  • Are effective communicators.
  • Recognize that teaching is a professional, moral, and ethical enterprise with well-developed ethical frameworks which facilitate effective teaching.
  • Will serve as a facilitator of learning for all students.
  • Possess in-depth knowledge of both pedagogy and content, and the relationships between them.
  • Are reflective practitioners.
  • Are aware of, and have respect for, human diversity.
  • Value and integrate knowledge from a wide variety of fields, are creative and open to new ideas, and are able to act constructively in a world characterized by technological, cultural, and societal diversity and change.


EDUC 100. Education Colloquium. 1 Hour.

Components of and requirements for the teacher preparation program, including specializations, professional organizations, requirements for admission to the major, avenues to program completion, and requirements for work with children or youth.

EDUC 200. Professional Inquiry in Education. 3 Hours.

PR: EDUC 100 and ENGL 101 and ENGL 102. An examination of students' preconceptions about education and their socialization process relative to the following: aims and purposes of public education, students as learners, curriculum, instruction.

EDUC 293A-P. Special Topics. 1-6 Hours.

PR: Consent. Investigation of topics not covered in regularly scheduled courses.

EDUC 301. Learning in Educational Settings. 3 Hours.

Examination and utilization of behavioral and cognitive learning models; consideration of learner characteristics and other factors affecting student learning.

EDUC 311. Practicum 1/Technology Application. 1 Hour.

PR or CONC: EDUC 200. Application of models and paradigms of learning in content area and instructional technologies through tutoring of individuals and small groups in an assigned public school site.

EDUC 312. Practicum 2/Technology Application. 1 Hour.

PR: EDUC 301 and EDUC 311. Application of paradigms of learning in content area and instructional technologies through tutoring of individuals and small groups in an assigned public school site.

EDUC 400. Instructional Design and Evaluation. 3 Hours.

PR: Admission to the major and a grade of a C or better in EDUC 301. Examination and demonstration of teacher behaviors required to plan classroom instruction, assess student learning, and evaluate instruction; emphasis on instruction, assessment, and evaluation to accommodate a wide range of student needs.

EDUC 401. Managing and Organizing Learning Environments. 3 Hours.

PR: Admission to the major and a grade of C or better in EDUC 400 and PR or CONC: EDUC 410. Examination of research and practice in organizing and managing school learning environments to produce optimal learning; development of management systems congruent with personal philosophy, research, learner characteristics, and content area.

EDUC 410. Practicum 3/Technology Application. 2 Hours.

PR: EDUC 312 and EDUC 400. Planning and implementing content area instruction, applying different instructional models, instructional technologies, and assessment techniques to small and large groups in an assigned public school site.

EDUC 411. Practicum 4: Technology Application. 4 Hours.

PR or CONC: EDUC 410 and (SPED 460 or SPED 461). Planning and implementing content area instruction, applying various management, instruction, instructional technologies, and assessment models to small and large drops in an assigned public school site.

EDUC 414. Promoting Creative Expression in Elementary Classrooms. 3 Hours.

PR: EDUC 312. Includes an examination of creative experiences for children in elementary school, pre-school - grade 6. Topics include the use of the creative arts in learning activities, curriculum development, and instructional strategies.

EDUC 430. Mathematical Methods - Elementary Teacher. 3 Hours.

PR or CONC: EDUC 312. Students will examine the content and pedagogy appropriate for mathematics instruction in the elementary grades. Emphasis is placed on the current reform movements in mathematics education.

EDUC 440. Elementary-Early Childhood Science Methods. 3 Hours.

PR: EDUC 312. Provides students with the knowledge, skills and affective qualities needed to be an effective elementary science teacher and be committed to teaching science in the elementary classroom.

EDUC 450. Issues and Methods for Teaching Elementary Social Studies. 3 Hours.

PR or CONC: EDUC 410. Students examine issues facing social studies education and evaluate and plan lessons and instructional activities that apply learning theory to the philosophy and standards of social studies education for all elementary students.

EDUC 460. Foundations of Language and Literacy. 3 Hours.

PR: EDUC 200 and EDUC 311. This course focuses on foundations of language and literacy development. Students construct philosophies, approaches, and strategies to promote development of literacy in the young child. Focus will include the larger contexts of literacy including home and community.

EDUC 461. Promoting Literacy Connections. 3 Hours.

PR: EDUC 460. This course emphasizes the development of literacy in the elementary setting. Students will develop and refine philosophies, approaches, and strategies to promote the development of literacy in the primary grades. Focus will include the larger contexts of literacy including content literacy, thematic instruction, and the teacher's leadership role.

EDUC 498. Honors. 1-3 Hours.

PR: Students in honors program and consent by the honors director. Independent reading, study or research.