006.17A Grade
levels: K-6 (K-8 in self-contained classrooms).
006.17B Endorsement type: Field.
006.17C Persons with this endorsement may
teach children in all elementary subjects in kindergarten through grade 6 in
all schools; and in grades 7 and 8 in self-contained classrooms. Self-contained
classrooms exist when students spend more than half the school day with one
teacher who provides instruction in more than half of the academic areas of the
curriculum.
006.17D Certification
Endorsement Requirements: This endorsement shall require academic course work
in all areas of the elementary curriculum and 40 semester hours of professional
education course work related to teaching children from kindergarten through
grade eight.
006.17D1 The minimum of 40
semester hours of professional education course work shall include the
following:
006.17D1a Child growth and
development;
006.17D1b Curriculum
and methodology appropriate for all areas of the elementary school
curriculum;
006.17D1c Organization
and management of the classroom;
006.17D1d Communication with parents and
other adults; and
006.17D1e History
and trends in elementary education.
006.17D2 Course work in all academic areas of
the elementary curriculum includes:
006.17D2a
Communication, including composition and speech;
006.17D2b Health and wellness;
006.17D2c Humanities, including
literature;
006.17D2d
Mathematics;
006.17D2e Natural
sciences;
006.17D2f Social
sciences; and
006.17D2g Fine
arts.
006.17D3 Clinical
experiences. The clinical experiences shall include at least 100 clock hours of
working with elementary-aged students.
006.17E Endorsement Program Requirements:
Nebraska teacher education institutions offering this endorsement program must
have on file, within the institution, a plan which identifies the courses and
the course completion requirements which the institution utilizes to grant
credit toward completion of this endorsement.
THE FOLLOWING ARE RECOMMENDED GUIDELINES FOR
INCLUSION AS PART OF THE INSTITUTION'S PLAN UNDER THIS
ENDORSEMENT.
Through the courses identified in its plan, the institution
should prepare prospective teachers to:
A. Demonstrate knowledge and understanding of
and be able to teach the concepts, skills, and processes of reading and
writing, mathematics, science, and social studies as defined in the Nebraska
Content Standards for first, fourth, and eighth grades;
B. Demonstrate academic background knowledge
in all areas of the elementary curriculum and be able to utilize the knowledge,
skills, and processes of:
1. communication,
including composition and speech;
2. health and wellness;
3. humanities, including
literature;
4.
mathematics;
5. natural
sciences;
6. social sciences;
and
7. fine arts.
Through the professional education course work, the program
should prepare prospective teachers to:
C. Demonstrate an understanding of and be
able to apply knowledge and understanding of growth and development of children
and young adolescents in physical, social, emotional, language, creative and
cognitive areas, giving equal emphasis to the developmental levels, including
being able to:
1. recognize typical and
atypical patterns in growth and development;
2. plan, implement, and evaluate environments
and activities appropriate to the various developmental levels of children and
young adolescents, including students and situations which reflect atypical
patterns; and
3. collect data and
utilize assessment skills appropriate for the classroom teacher.
D. Demonstrate methodological
skills and strategies for teaching and integrating:
1. Reading and Language Arts, including:
a. graphophonic (systematic phonics and
spelling), semantic (meaning), and syntactic (grammar) cueing systems to
promote mastery of reading and the other language arts;
b. extensive reading and writing
skills;
c. reading for enjoyment
and understanding; and
d. the
development of fluent reading and writing.
2. Mathematics;
3. Social Sciences;
4. Health;
5. Physical Education;
6. Natural Science;
7. Art; and
8. Music.
E. Demonstrate an understanding of and be
able to apply:
1. a variety of teaching skills
and strategies such that instruction and creation of the learning environment
is appropriate for each level, kindergarten through eighth grade, and for
special populations;
2.
developmental and learning theories to the teaching and learning
processes;
3. strategies for the
identification, design, and adaptation of the curriculum based on the
developmental needs of children and young adolescents;
4. a variety of contemporary and traditional
instructional techniques and technologies;
5. skills in preparing, interpreting, and
utilizing teacher-made assessments for the purpose of planning instruction;
and
6. methods and techniques for
identifying and correcting implied or overt ethnic, religious, racial, or
gender bias in materials and activities and for promoting understanding and
acceptance of all peoples.
F. Demonstrate an understanding of and be
able to apply theories and procedures for effective organization and management
of kindergarten through eighth grade classrooms, including being able to:
1. correlate, and organize learning
experiences so they are commensurate with the needs, interests, and physical
and mental abilities of the students;
2. utilize alternative ways to organize time,
materials, activities, and classroom surroundings to provide optimum learning
opportunities for students; and
3.
manage student behavior while concurrently promoting self-discipline and
positive self-image.
G.
Demonstrate an understanding of and be able to apply communication skills in
working with parents and other adults, including being able to:
1. describe the characteristics of various
types of families and communities; and
2. conduct conferences and communicate with
parents and other adults representing varying cultural backgrounds.
H. Demonstrate an understanding of
historical, philosophical, and contemporary backgrounds in elementary
education.
I. Clinical experiences.
Prospective teachers should be engaged in clinical experiences interpreting the
knowledge and skills in C-H and which include interactions with:
1. students in kindergarten, primary, and
intermediate grades; and
2.
children and young adolescents representing special populations.
