If you are passionate about working with youth in a variety of settings, Elementary Education & Youth Development is the program for you.
Plymouth State University is a top name in the region for developing dedicated K-6 and K-8 educators who have the skills and professional dispositions to successfully support all learners.
Clinical Experience
As early as the first semester, you will begin spending time in elementary classrooms. You will have the opportunity to receive valuable feedback from practicing professionals in the field. You will begin as an observer and gradually work your way to full responsibility for the classroom in your final semester. Teacher candidates and student teaching interns receive more than 600 hours of hands-on experience in the field.
Supportive Cohort System
During your final three semesters, you will complete integrated methods coursework and practicum experiences, as well as student teaching, with a core group of classmates and faculty. Our cohort system provides a focused and intensive experience designed to prepare you for the challenges and rewards of the teaching profession. You will have unique opportunities to develop professional skills as you interact with teachers, professors, and fellow students in a supportive environment full of other passionate individuals. Learn More
Accreditation
Our elementary education program has received national recognition through the Specialized Program Associate (SPA). Additional Information
The Elementary Education and Youth Development major provides foundational knowledge and skills necessary for working with and for children, youth and families in a variety of roles in schools and communities. The major has two options; Teacher Certification is for those interested in pursuing careers as elementary school teachers, while Youth Development is for students interested in any of a variety of careers outside the traditional classroom.
The Elementary Education and Youth Development program is unique in its integrated nature and emphasis on early and extensive field work. Beginning in their very first semester, students in the program are enrolled in major coursework that includes carefully supported field experiences deliberately tied to the course content and methods. Thereafter, in every semester in which a student enrolls in a major course, s/he will engage in accompanying field work. This program prepares graduates for the complex, interdisciplinary situations they will face as they work with and for children, youth and families.
Elementary Education and Youth Development centers on a carefully designed set of program outcomes that are essential for any career working with or for children, youth and families. All coursework, field work and other academic experiences in the program are intended to gradually develop skill and knowledge in the key areas listed below.
Relationships and Empowerment
Recognize the most important role educators and youth development professionals play is in empowering children and youth, and to that end, nurture relationships that promote self-regulation, positive self-concept, coping mechanisms and skills for positive interactions.
Context and Diversity
Acknowledge that child and youth development is complex, shaped by both internal and contextual factors, and work to accommodate the needs, expectations and capacities of diverse families, communities, and constituents.
Curriculum, Instruction, and Assessment
Create and support meaningful and coherent learning experiences, instruction, and assessment that promote children and youth's academic success and well-being.
Professionalism, Leadership, and Advocacy
Develop professional dispositions. Advocate and lead on behalf of children, youth and families.
All Elementary Education and Youth Development majors who interact with youth through course-related field experiences, including internships, should be prepared to submit to background checks and fingerprinting prior to commencing work if required by the host site. The fee for this processing is the responsibility of the student. Each new site may require a separate fingerprinting and background check.
In order for students to participate in field experiences in diverse settings that are essential for their development as professionals, students must be willing and able to travel outside of the Plymouth area beyond walking distances. All Elementary Education and Youth Development majors should plan for and be able to secure their own transportation by the sophomore year.
Teacher Certification Option
This option prepares elementary school teachers to have the knowledge, skills, and dispositions necessary to create learning opportunities that support students’ intellectual, social, and personal development. Inherent in this professional preparation is the promotion of sensitivity to the variety of learners; understanding and respect for diversity within student populations, families, and communities; and appropriate and effective integration of technology in instruction to support students’ learning. The major provides the appropriate professional and field-based experience through collaborative partnerships that enable candidates to demonstrate both content and pedagogical knowledge in an elementary learning environment.
Students must apply and be accepted to the Teacher Certification option after completing 45 credits with a minimum 3.00 cumulative GPA. Students must be admitted to teacher candidacy which requires passing scores on the Praxis Core. Students must maintain a 3.00 cumulative GPA throughout the program and meet dispositional standards. All full-time or part-time matriculated candidates in this option are expected to make satisfactory academic progress toward their academic goals.
Completion of this K-6 program is the foundation for a K-8 certification. Additionally, to be certified as an elementary teacher for grades K-8, candidates must complete a content concentration in a core subject-area (English language arts, mathematics, science, or social studies), as defined by the most current New Hampshire Department of Education standards, and earn a passing score for the middle school Praxis II exam for their chosen field. Requirements for certification may change, subject to changes made by the New Hampshire Department of Education. Teacher candidates can find the most current New Hampshire Department of Education standards at education.nh.gov/index.htm.
The Educator Preparation programs at Plymouth State University are approved by the New Hampshire Department of Education. The University is a member of the American Association of Colleges of Teacher Education (AACTE). Because of New Hampshire’s membership in the Interstate Certification Contract, Plymouth graduates are eligible to earn a certificate or license in another Contract state upon application to that state’s department of education. Receiving states may have a difference in elementary grade range and may impose certain special requirements that must be met within a reasonable period of time. For further information, please see the Holmes Center for School Partnerships and Educator Preparation section in this Catalog.
All teacher candidates who interact with students in public school settings through course-related field experiences, including Elementary Internship in Teaching, are subject to New Hampshire state legislation that requires a full disclosure criminal records check. This may include fingerprinting. The processing of the criminal records check is conducted at the site school before the clinical experience begins. The fee for this processing is the responsibility of the teacher candidate and is paid directly to the school district. Each new site will require a separate fingerprinting and background check. Inquiries should be directed to the Holmes Center for School Partnerships and Educator Preparation.
Youth Development Option
Students who complete the Youth Development option pursue a variety of careers working with and for children, youth and families. Option graduates pursue careers and graduate education in a wide array of areas including informal education and afterschool programming; tourism, recreation and coaching; social work; special education; marriage and family therapy or school counseling; youth advocacy and case management; child life; non-profit work; and social services.
This option is flexible by design, with many free elective credits. Students are strongly encouraged to choose a minor or focused set of courses and select an internship placement that combines the skills and knowledge from all coursework to further focus their professional preparation. Career advising occurs throughout foundational and advanced coursework as well as through discussion with faculty responsible for field placements.
The Youth Development and Education program culminates in a professional degree; any meaningful professional degree includes hands-on learning and practical experience in the field. Within the program, the field experiences are designed to allow students to explore possible career interests, gain professional skills, receive feedback on their preparation and performance, and develop connections that enhance their professional networks. Field experiences allow developing professionals the opportunity to bring new perspectives to their classroom discussions and coursework, and to apply concepts and skills gained during their classroom experiences.
Students may declare the Youth Development option of the Elementary Education and Youth Development major as early as their first semester.
Pre-Teacher Certification Option
Upon being accepted to PSU and the Elementary Education and Youth Development program, those students wishing to pursue Teacher Certification will be admitted to the Pre-Teacher Certification Option in order to begin their studies. Once students meet the requirements and apply to be admitted to the Teacher Certification Option they will be permitted to switch options and complete their degree in the Teacher Certification Option. Those students who do not meet the requirements for Teacher Certification will be encouraged to pursue the Youth Development Option instead.
Marriage and Family Therapy 3+2
The Youth Development and Marriage and Family Therapy 3+2 (YDMFT) program is a five-year dual degree program. Students spend the initial three years pursuing a Bachelor of Science (BS) degree in the Youth Development Option of the Elementary Education and Youth Development program and the final two years completing the requirements of a Master of Science (MS) in Marriage and Family Therapy. After five years, students will have completed a BS in Elementary Education and Youth Development and an MS in Marriage and Family Therapy.
The Youth Development Option of the BS in Elementary Education and Youth Development prepares students for a variety of careers working with children, adolescents, and families. This flexible undergraduate degree allows for meaningful coursework, pedagogy centered on applying concepts to youth and their families, and hands on learning. The MS in Marriage and Family Therapy provides the knowledge and skills needed to become a licensed marriage and family therapist (LMFT) and an American Association of Marriage and Family Therapy (AAMFT) Clinical Member. A marriage and family therapists are licensed masters level helping professionals who are trained to intervene in human problems in a holistic way. Specifically, marriage and family therapists are trained in various theories and methods stemming from a model of understanding human interaction called systems theory. This program will prepare graduates to work in private practice, counseling centers, mental health agencies, hospitals, family service clinics, shelters, schools, and state departments for children and family services.
Curriculum & Requirements
Core Courses and General Education
| Course | Title | Credits |
|---|---|---|
| Major Requirements | ||
| ED 1500 | Foundations of Education | 4 |
| ED 2400 | Child and Youth Development in Context (WECO) | 4 |
| ED 2401 | Child and Youth Development Fieldwork | 0 |
| ED 2600 | Learning and Development (WRCO) | 4 |
| ED 2800 | Inclusive Education and Technology (TECO) | 4 |
| ED 3000 | Identity in a Diverse Society (DICO) | 4 |
| ED 3500 | Project Based Learning and Design Thinking | 4 |
| Choose One of the Following Four Options to Complete: | 28-42 | |
Teacher Certification (42 credits) | ||
Youth Development (28-30 credits) | ||
Marriage and Family Therapy 3+2 (40-42 credits) | ||
Pre-Teacher Certification (12 credits) | ||
| General Education | ||
| EN 1400 | Composition | 4 |
| IS 1115 | Tackling a Wicked Problem | 4 |
| CTDI | Creative Thought Direction | 3-4 |
| PPDI | Past and Present Direction | 3-4 |
| SIDI | Scientific Inquiry Direction | 3-4 |
| SSDI | Self and Society Direction | 3-4 |
| Directions (choose from CTDI, PPDI, SIDI, SSDI) 1 | 4-8 | |
| GACO | Global Awareness Connection | 3-4 |
| INCP | Integrated Capstone | 4 |
| Free Elective Credits | 18-49 | |
| Total Credits | 120 | |
Teacher Certification Option2
| Course | Title | Credits |
|---|---|---|
| MA 2110 | Mathematics for PreK-Grade 3 Educators | 4 |
| MA 2120 | Mathematics for Grades 4-6 Educators (QRCO) | 4 |
| ED 3010 | Designing Positive Learning Environments | 4 |
| ED 3030 | Social Studies for Elementary Educators | 3 |
| ED 3040 | Science for Elementary Educators | 3 |
| ED 3150 | Early Literacy | 4 |
| ED 4200 | Integrated Methods: Teaching for Authentic Understanding | 9 |
| ED 4210 | Integrated Methods Practicum | 3 |
| ED 4400 | Elementary Internship in Teaching | 12 |
| ED 4450 | Elementary Education Internship Seminar | 2 |
| Free Electives | 12-13 | |
| Total Credits | 60-61 | |
Youth Development Option
| Course | Title | Credits |
|---|---|---|
| Any Math Foundations | 3-4 | |
| Choose one QRCO: | 3-4 | |
MA 1900 | Statistical Literacy in Today's Society (QRCO) | |
MA 2120 | Mathematics for Grades 4-6 Educators (QRCO) | |
MA 2300 | Statistics I (QRCO) | |
SS 3705 | Social Statistics (QRCO) | |
SW 3705 | Social Statistics (QRCO) | |
| ED 2550 | Mentoring & Empowering Youth | 2 |
| ED 3020 | Competencies for Youth Development Professionals | 4 |
| ED 3550 | Leadership and Advocacy | 4 |
| ED 4240 | Youth Development Seminar | 3 |
| Free Elective Credits | 31-34 | |
| ED 4335 | Youth Development Internship | 8 |
| Total Credits | 58-63 | |
Marriage and Family Therapy 3+2 Option3
BS year four requirements for students planning to continue on to the MS are listed here. Additional details and full requirements of the MS in Marriage and Family Therapy can be found here.
| Course | Title | Credits |
|---|---|---|
| Any Math Foundations | 3-4 | |
| Choose one QRCO: | 3-4 | |
MA 1900 | Statistical Literacy in Today's Society (QRCO) | |
MA 2120 | Mathematics for Grades 4-6 Educators (QRCO) | |
MA 2300 | Statistics I (QRCO) | |
SS 3705 | Social Statistics (QRCO) | |
SW 3705 | Social Statistics (QRCO) | |
| ED 2550 | Mentoring & Empowering Youth | 2 |
| ED 3020 | Competencies for Youth Development Professionals | 4 |
| ED 3550 | Leadership and Advocacy | 4 |
| Year Four Courses Below: | ||
| MFT 5030 | Foundations and Ethics in Marriage and Family Therapy | 3 |
| CO 5770 | Psychopathology: Disorders of Childhood, Adolescence and Adulthood | 3 |
| CO 5790 | Assessment, Diagnosis, and Treatment Planning | 3 |
| MFT 5010 | Foundational Methods in Marriage and Family Therapy | 3 |
| CO 5130 | Psychopharmacology and the Biological Basis of Mental Health | 3 |
| CO 5020 | Counseling Skills | 3 |
| CO 5430 | Assessment for Counselors | 3 |
| MFT 5100 | Practicum | 3 |
| Free Elective Credits | 18-20 | |
| Total Credits | 58-62 | |
Pre-Teacher Certification4
| Course | Title | Credits |
|---|---|---|
| ED 1050 | Core Skills for Educators | 1 |
| MA 2110 | Mathematics for PreK-Grade 3 Educators | 4 |
| MA 2120 | Mathematics for Grades 4-6 Educators (QRCO) | 4 |
| ED 3010 | Designing Positive Learning Environments | 4 |
| Free Electives | 48-49 | |
| Total Credits | 61-62 | |
Non-Certification Option5
| Course | Title | Credits |
|---|---|---|
| MA 2110 | Mathematics for PreK-Grade 3 Educators | 4 |
| MA 2120 | Mathematics for Grades 4-6 Educators (QRCO) | 4 |
| ED 3010 | Designing Positive Learning Environments | 4 |
| ED 3150 | Early Literacy | 4 |
| ED 4200 | Integrated Methods: Teaching for Authentic Understanding | 9 |
| ED 4210 | Integrated Methods Practicum | 3 |
| Free Electives | 32-33 | |
| Total Credits | 60-61 | |
- 1
Directions should total 20 credits (unless the major has a waiver for a specific Direction).
- 2
Note: This option requires formal admission by or during the Junior Year. In order to declare the Teacher Certification Option students must pass the Praxis Core, earn a 3.0 GPA during their initial 45 credits, and successfully apply for Teacher Candidacy through the Holmes Center. Students must maintain a 3.0 GPA and meet program benchmarks to remain in the program.
- 3
Note: This option requires formal admission by the end of the junior year. Requirements include a minimum 3.0 GPA and acceptance into the MS in Marriage and Family Therapy program.
- 4
The Pre-Teacher Certification Track Option is for students who intend to pursue the Teacher Certification Option but have not yet met the requirements for admission.
- 5
Note: To graduate with a “Bachelor’s degree in Elementary Education and Youth Development with the Teacher Certification Option” and to be eligible for teacher certification, students must successfully complete Elementary Internship in Teaching (ED 4400). Those who instead complete
Education Practicum: (Topic) (ED 4230)
or who, after completion of all other Teacher Certification course work, do not complete a Teaching Internship will be allowed to change to the Non-Certification Option of the Elementary Education and Youth Development major in order to graduate on time.
Check all course descriptions for prerequisites before planning course schedule. Course sequence is suggested but not required.
To complete the bachelor’s degree in 4 years, you must successfully complete a minimum of 15 credits each semester or have a plan to make up credits over the course of the 4 years. For example, if you take 14 credits one semester, you need to take 16 credits in another semester. Credits completed must count toward your program requirements (major, option, minor, certificate, general education or free electives).
Teacher Certification Option
| Year One | ||
|---|---|---|
| Fall | Credits | |
| ED 1500 | Foundations of Education | 4 |
| IS 1115 | Tackling a Wicked Problem | 4 |
| EN 1400 | Composition | 4 |
| MA 2110 | Mathematics for PreK-Grade 3 Educators | 4 |
| Credits | 16 | |
| Spring | ||
| ED 2400 | Child and Youth Development in Context (WECO) | 4 |
| PPDI | Past and Present Direction | 3-4 |
| CTDI | Creative Thought Direction | 3-4 |
| MA 2120 | Mathematics for Grades 4-6 Educators (QRCO) | 4 |
| Credits | 14-16 | |
| Year Two | ||
| Fall | ||
| ED 2600 | Learning and Development (WRCO) | 4 |
| SIDI | Scientific Inquiry Direction | 3-4 |
| SSDI | Self and Society Direction | 3-4 |
| Electives | 3-4 | |
| Credits | 13-16 | |
| Spring | ||
| ED 2800 | Inclusive Education and Technology (TECO) | 4 |
| Directions (choose from CTDI, PPDI, SIDI, SSDI) | 3-4 | |
| GACO | Global Awareness Connection | 3-4 |
| Electives | 3-4 | |
| Credits | 13-16 | |
| Year Three | ||
| Fall | ||
| ED 3000 | Identity in a Diverse Society (DICO) | 4 |
| ED 3010 | Designing Positive Learning Environments | 4 |
| INCP | Integrated Capstone | 3-4 |
| Electives | 3-4 | |
| Credits | 14-16 | |
| Spring | ||
| ED 3500 | Project Based Learning and Design Thinking | 4 |
| ED 3150 | Early Literacy | 4 |
| Electives | 6-8 | |
| Credits | 14-16 | |
| Year Four | ||
| Fall | ||
| ED 4200 | Integrated Methods: Teaching for Authentic Understanding | 9 |
| ED 4210 | Integrated Methods Practicum | 3 |
| Electives | 3-4 | |
| Credits | 15-16 | |
| Spring | ||
| ED 4400 | Elementary Internship in Teaching | 12 |
| ED 4450 | Elementary Education Internship Seminar | 2 |
| Credits | 14 | |
| Total Credits | 120 | |
Youth Development Option
| Year One | ||
|---|---|---|
| Fall | Credits | |
| ED 1500 | Foundations of Education | 4 |
| IS 1115 | Tackling a Wicked Problem | 4 |
| EN 1400 | Composition | 4 |
| Math Foundations Choice | 4 | |
| Credits | 16 | |
| Spring | ||
| ED 2400 | Child and Youth Development in Context (WECO) | 4 |
| PPDI | Past and Present Direction | 3-4 |
| CTDI | Creative Thought Direction | 3-4 |
| Choose one QRCO: | 3-4 | |
MA 1900 |
Statistical Literacy in Today's Society (QRCO) | |
MA 2120 |
Mathematics for Grades 4-6 Educators (QRCO) | |
MA 2300 |
Statistics I (QRCO) | |
SS 3705 |
Social Statistics (QRCO) | |
SW 3705 |
Social Statistics (QRCO) | |
| Credits | 13-16 | |
| Year Two | ||
| Fall | ||
| ED 2600 | Learning and Development (WRCO) | 4 |
| SIDI | Scientific Inquiry Direction 3-4 | 3-4 |
| GACO | Global Awareness Connection | 3-4 |
| Electives | 3-4 | |
| Credits | 13-16 | |
| Spring | ||
| ED 2800 | Inclusive Education and Technology (TECO) | 4 |
| Directions (choose from CTDI, PPDI, SIDI, SSDI) | 6-8 | |
| GACO | Global Awareness Connection | 3-4 |
| Credits | 13-16 | |
| Year Three | ||
| Fall | ||
| ED 3000 | Identity in a Diverse Society (DICO) | 4 |
| ED 3020 | Competencies for Youth Development Professionals | 4 |
| INCP | Integrated Capstone | 4 |
| Electives | 3-4 | |
| Credits | 15-16 | |
| Spring | ||
| ED 3500 | Project Based Learning and Design Thinking | 4 |
| ED 3550 | Leadership and Advocacy | 4 |
| Electives | 6-8 | |
| Credits | 14-16 | |
| Year Four | ||
| Fall | ||
| ED 4240 | Youth Development Seminar | 3 |
| ED 4335 | Youth Development Internship | 8 |
| Credits | 11 | |
| Spring | ||
| Electives 1 | 15-16 | |
| Credits | 15-16 | |
| Total Credits | 120 | |
- 1
Complete remaining course work for minor(s) and free elective credits needed to graduate.
- Communicate and collaborate effectively with children, families, colleagues and administrators.
- Select, plan, facilitate and evaluate developmentally appropriate learning experiences for students in grades K-8.
- Recognize individual differences and modify activities to meet a variety of learner needs.
- Be aware of and respect diversity in all its forms.
- Find, evaluate and utilize information from a variety of sources.
- Display conduct characteristic of developing professionals.
- Know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote learning.
- Demonstrate a high level of competence in literacy, science, math, social studies and the arts.
- Elementary Educators
- Youth Development Professionals
- After School Program Counselors
- Residential Counselors
- Educational Consultants
- Program Facilitators and Administrators
- Family Support Staff
- Policy Advocates
Explore Program Details
Which assessments are required for K-6 certification and when should teacher candidates take each assessment?
- Praxis Core or SAT Waiver should be completed by the end of semester 2.
- Praxis II: Elementary Education should be completed by the end of semester 5, in the areas of science, mathematics, and social studies. Language arts should be completed by the end of semester 7.
- Foundations of Reading should be completed by the end of semester 6.
Which additional assessment should be taken for K-8 certification?
4. Praxis II: Middle School Education (1 test in Language Arts, Science, Social Studies, OR Mathematics) should be completed by the end of semester 7.
Program Contacts:
Robin Scott, rmscott@plymouth.edu
Joseph Rino, jsrino@plymouth.edu
Coordinators of the North Country Teacher Certification Program
Office: Highland Hall, Rm 212
About the Program
The North Country Teacher Certification Program (NCTCP) is a progressive collaboration between Plymouth State University and White Mountains Community College (WMCC) designed to provide opportunities for higher education to place-bound students in New Hampshire’s North Country. The goal of the NCTCP is to provide students with an opportunity to fulfill their lifelong dream of becoming an elementary school teacher. Students can earn a bachelor’s degree and K-8 teacher certification upon graduation from the program. Launched in the fall of 2005, the program runs on a two-year cycle with two semesters of course work and one semester of student teaching. The cohort of students take their Plymouth State University courses together at White Mountains Community College in Berlin. Classes, taught by Plymouth State University faculty, are offered face to face, online, and in a hybrid format, designed to accommodate students who work and/or have family responsibilities.
NCTCP alumni are now teaching in schools throughout Northern New Hampshire. These schools include: Brown Elementary School and Hillside Elementary School in Berlin, Lancaster Elementary School, Groveton Elementary School, and Groveton Middle School. Here’s an article that highlights the successes of some our alumni.
Who can apply?
1. Students who have completed the two-year Teacher Prep Program at White Mountains Community College (WMCC) may apply to the NCTCP. Alternatively, candidates can apply if they have successfully completed courses from other institutions that meet transfer requirements for the Bachelor of Science degree in Elementary Education.
2. Students may apply if they have passing scores on all sections of Praxis I.
3. Students may apply if they have Grade Point Average (GPA) of 2.5 or higher.
With the support of mentor teachers, administrators, and boundary-spanning University faculty, field experiences provide multiple opportunities for K-6 and K-8 teacher candidates to apply educational theory in diverse classroom settings. Prior to student teaching, Elementary Education teacher candidates are required to successfully complete 200 hours of clinical experience and meet all expectations as outlined in the Educator Disposition Assessment. The Student Teaching Internship consists of 70 full days in a Professional Development School (PDS).
Cohort I Field Experience (ED 3055) typically occurs during semester 6. The Cohort I teacher candidate will actively participate in building a positive learning environment, support literacy development in the classroom, and develop ongoing reflective practices by participating in a co-teaching instructional planning cycle.
Cohort II Field Experience (ED 3080) typically occurs during semester 7. The Cohort II teacher candidate will support student learning across all content areas through the use of effective instructional strategies and targeted feedback, actively reinforce the use of academic vocabulary, and refine reflective practices by closely analyzing student progress toward grade-level competencies.
In addition to syllabus requirements, teacher candidates must meet all expectations as outlined in the Educator Disposition Assessment. The Educator Disposition Assessment is completed by Cohort faculty and incorporates Mentor feedback from the Field Experience Final Evaluations.
Student Teaching Internship (ED 4400) typically occurs during semester 8 and is a full-time internship. While student teaching, Interns participate in a Student Teaching Seminar (ED 4500) and complete the New Hampshire Teacher Comprehensive Assessment of Performance (NH-TCAP).
Plymouth State University promotes a Co-Teaching Model for the Student Teaching Internship. During Co-Teaching, both the Mentor Teacher and the Intern work together with groups of students: sharing the planning, organization, delivery and assessment of instruction, as well as the physical space.
- What is Co-Teaching?
- What does Co-Teaching look like?
- Why do we promote a Co-Teaching Model for our Student Teaching Internship?
While using a Co-Teaching Model, Interns gradually assume classroom responsibilities. Below, please find a tentative schedule that Mentor Teachers and Interns can refer to for planning purposes.
- Phase-In (Weeks 1 and 2): During the phase-in period, the Intern demonstrates initiative and becomes familiar with students, the learning standards, and classroom expectations. It is highly suggested that the Intern and Mentor Teacher discuss and create a weekly transition schedule indicating when the Intern will assume new responsibilities. It is the Intern’s responsibility to demonstrate preparedness to co-teach without continuous direction from the mentor teacher.
- Move into Co-Teaching (Weeks 3, 4, 5, 6): The Intern will teach lessons in one or two subject areas increasing instructional responsibilities each week. The Intern will continue to work closely with the Mentor Teacher as the Intern plans lessons and becomes more involved in all aspects of the teaching cycle (planning instruction, analyzing student work, revising instruction, removing barriers to ensure student success, etc.).
- The mid-term evaluation window is open during Weeks 7-8. Mentor Teachers and co-evaluators will receive a link to the Student Teaching Internship Rubric from the Holmes Center. The rubric is completed online in Taskstream. Interns also complete a mid-term self-assessment. Following completion of the evaluations, Mentor Teachers and Interns are encouraged to have a conversation about the ratings and comments from the mid-term evaluations.
- Full Co-Teaching across All Subject Areas (Weeks 7, 8, 9, 10, 11, 12, 13): Full co-teaching means the Intern is the lead teacher and is responsible for planning and implementing all aspects of the curriculum including assessment for a minimum of three consecutive weeks. Dates for the collaborative period will be determined in consultation with the Mentor Teacher and Intern. During this time, it is extremely important that the Intern and the Mentor Teacher meet daily to discuss planning and student progress. The Mentor Teacher remains a co-teacher, but the Intern will have full responsibility for planning, implementation, assessment, and classroom management.
- Phase-Out (Weeks 14, 15): During the final weeks of your student teaching, the Intern will develop a phase-out plan with the Mentor Teacher. The Intern is still expected to be an active participant in all aspects of classroom life as well as the school community.
- The final evaluation window is open during Weeks 13-15. Mentor Teachers and co-evaluators will receive a link to the Student Teaching Internship Rubric from the Holmes Center. The rubric is completed online in Taskstream. Interns also complete a final self-assessment. Following completion of the evaluations, Mentor Teachers and Interns are encouraged to have a conversation about the ratings and comments from the final evaluations.
As a Mentor Teacher, who should I contact if I have questions?
Please contact Brian Walker, Coordinator of Clinical Experiences and School Partnerships, if you have a logistical question related to the Student Teaching Internship: particularly, completing the Student Teaching Internship Rubric online, co-evaluating procedures, internship compensation, or becoming a partner school. Brian Walker can be reached at bfwalker@plymouth.edu.
The Holmes Center and Elementary Education faculty work as a team to build sustainable partnerships within Professional Development School Districts (PDSD). As a result of this collaborative effort, the Elementary Education program is able to provide diverse placements throughout the Cohort experience.
- Rigorous. You’ll find all the advantages of a four year bachelor’s degree: good academic preparation, broad general education, strong faculty support, and a core set of discipline-specific courses.
- Flexible. This major is designed to ensure opportunities for electives, minors and study abroad without extending time to degree or incurring extra costs.
- Tailored. You will create a program that reflects your individual interests and career goals by selecting appropriate coursework and internships that meet your specific needs.
- Marketable. Through extensive fieldwork you will gain real-world experiences and develop professional skills and connections that will make you highly attractive to future employers.
- Family and Social Issues
- Leadership and Advocacy
- Child Development
- Diversity
- Arts and Creativity
Parks, Schools, Museums, Theaters, Sports Programs, Summer Camps, Youth Centers, Hospitals, Resorts, and More … The possibilities are endless!
Explore Today.
Realize Tomorrow.
