Resource Articles
Online Bachelor’s in Elementary Education (Teacher Licensure)
Request InformationBuild on your passion for making a positive impact on the lives of young learners. Prepare for teacher licensure by earning your elementary education degree online.
Next start dates
- Course-Based Courses with a set schedule May 30, 2022
Accreditations
CAEP Accredited Provider
Transfer Credits
- Up to 115 Credits
Earn your elementary education degree online with unparalleled support from Walden.
Teaching isn’t just a career—it’s a calling. Walden’s online bachelor’s degree in elementary education program can prepare you to become a licensed teacher who makes an impact on the lives of students every day. Our highly engaged and experienced faculty will connect with, train, and support you as you build instruction and curriculum design skills.
During this program, you’ll have the opportunity to practice your new skills through our interactive avatar simulations. And throughout your studies, you’ll learn how to support the development of your students’ social-emotional and academic skills.
A bachelor’s in elementary education prepares you to become an elementary school teacher in both public and private school settings.
Why Choose Walden?
Valuable Connections
Our faculty, Student Success Advisors, Field Experience Coordinators, and Certification Officers offer the support you need.
Virtual Field Experiences.
Develop new skills by observing veteran elementary school teachers at work and taking part in practice simulations.
A Holistic Perspective.
Learn to help students grow by working with parents, connecting with families and communities, and collaborating with colleagues.
Program Savings
Receive up to a $4,000 Walden Live & Learn Grant and Tech Fee waived for the first term if you reside in the U.S. and start this program on May 30, 2022. Contact one of our Enrollment Specialists to learn more.
Get Started NowProgram Details
Curriculum
Degree Completion Requirements
- 181 quarter credits (35 courses) (1 semester credit equals 1.5 quarter credits)
- General education courses (71 cr.)
- Lower level courses (15 cr.)
- Professional core courses (60 cr.)
- Elective courses (25 cr.)
- Demonstration teaching (10 cr.)
Students may be eligible to transfer up to 115 credits. At least 66 credits must be completed at Walden.
This sequence represents the minimum time to completion. Time to completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 855-646-5286.
Courses
| Course Code | Title | Credits |
|---|---|---|
First-Term Course |
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| HMNT 1001 |
Living and Learning in the Technological World
Imagine life without cell phones, television, or the internet. Recent technological developments have significantly altered all aspects of human life: at work; in play; and in personal, family, and social interactions. In this course, students examine the advantages, disadvantages, and controversies of living and learning in an ever-changing technological environment. By exploring multiple perspectives, students discover how technology is changing media, culture, business, health, human behavior, and overall access to information. In a dynamic, reflective, and engaging classroom environment, students use a variety of audio, visual, literary, and artistic resources, to engage in open dialogue. Students are also introduced to the tools essential to success at Walden. Students complete the course with a personalized success plan that provides a customized roadmap and tools that they can use immediately on their journey toward the completion of their bachelor's degree. Note: Virtual, cyber, digital, and asynchronous are used to describe online environments in this course. |
(6 cr.) |
Other General Education Courses |
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Other General Education Courses
BS in Elementary Education students must take an additional 65 general education credits (71 total) as follows:
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Lower-Level Courses |
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| EDUC 1004 |
Child Development
In this course, education professionals have an overview of physical, cognitive/language, and social and emotional development in children from birth through adolescence. Education professionals examine prevailing philosophies and theories of child development and form their own child development philosophy. Through an exploration across various developmental domains and stages, education professionals investigate the latest research and thinking in regard to conditions that affect children's learning and development, such as risk factors, developmental variations, temperament, rate of maturation, innate abilities, culture, family, community, and societal influences. |
(5 cr.) |
| HLTH 1000 |
Concepts of Health Promotion
Initiatives to prevent illness and promote healthy lifestyles are often more effective and cost efficient than efforts to intervene or treat disease, which is why health promotion is an increasingly popular trend in the field of healthcare. In this course, students formulate a definition of health and discuss the many influences that shape our individual and collective perceptions of health. Students consider the health-wellness continuum, including a number of factors, such as behavioral, demographic, psychological, and social forces. They also examine evidence-based methodologies for interventions to promote health and enhance wellness, and they evaluate health information found online to determine credibility and accuracy. Additionally, students reflect on ways to shape their future career in health and to promote positive change. |
(5 cr.) |
| POLI 1001 |
American Government and Politics
The air we breathe, the water we drink, and the protection of our lives and property all are affected by the actions of local, regional, and national levels of government. In this course, students learn about the workings of the American government and the roles, rights, and responsibilities of citizens. Students explore the constitutional foundations and major institutions of American government demonstrated through the executive, legislative, and judicial branches. They engage in a range of assignments, such as an analysis on Supreme Court decisions, to gain an understanding of how the U.S. government functions, including the roles of political parties, elections, voting, and interest groups, as well as how the United States formulates and implements public policy. |
(5 cr.) |
Professional Core Courses |
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| EDUC 2400 |
The Professional Educator
Lifelong learning and professionalism are key components of effective teaching. As teacher candidates begin their professional program of study, they review the program requirements including field experience responsibilities and major assessments. Teacher candidates study the dimensions of teacher professionalism through the eyes of social change. After reviewing the code of ethics from a practitioner viewpoint, historical theorists, court cases, and trends in education, candidates focus on what is required to be successful in 21st century schools. This includes an analysis of multiple technological frameworks, and candidates use these frameworks in multiple ways throughout the course. Through readings, voices from the field, virtual field experiences, and reflective experiences, each candidate begins to consider his/her personal philosophy. Prerequisites
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(5 cr.) |
| EDUC 2401 |
Diverse and Exceptional Learners in the Elementary Classroom
The dynamics of today's classroom are unique and challenging for teachers and learners. Education professionals in this course explore and analyze issues, complexities, and responsibilities associated with the field of education in the 21st century, including providing equal educational opportunities for all learners, regardless of their abilities and differences. They examine many factors influence learning, including individual experiences, abilities, talents, prior learning, language, culture, and family and community values. Education professionals study special education laws and policies; language diversity; and multiple intelligences. They also address learning theory, diverse learning styles, and practical instructional strategies, and they acquire theoretical and practical knowledge about today's classroom as well as the family and community contexts that influence children's learning and development. Prerequisites
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(5 cr.) |
| EDUC 2402 |
Exploring Dimensions of Literacy K–6
In this course, education professionals learn theories, principles, practices, and strategies to support literacy development in the elementary grades. Candidates learn about early literacy development including phonological awareness, concepts of print, and phonics. Strategies for developing vocabulary, comprehension, fluency, writing, content-area literacy, and media literacy are also explored. Through course readings and virtual field experiences, candidates analyze literacy instruction and identify research-based principles that support the literacy and learning of all students, including English language learners. Candidates examine the role of formal and informal assessments in planning and modifying literacy instruction to meet the needs of a diverse student population. Topics include organizing the literacy classroom, differentiating literacy instruction, and involving families to support the literacy development of students. Prerequisites
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(5 cr.) |
| EDUC 3050 |
Child Development, Motivation, and Learning
In this course, teacher candidates prepare to understand the social, physical, emotional, and intellectual growth and development of children as related to learning and motivation in the elementary classroom. Teacher candidates explore philosophies and theories of child development and make connections between and among the key topics of development, learning and motivation, and social and cultural diversity. Learning environments and resources (including technology) that support the developmental needs of elementary children are identified and analyzed. In addition, teacher candidates explore the importance of family and community connections to support children's learning; develop strategies for engaging families in the learning process of their children; and consider the role of children's interests and personal experiences when planning instruction. Teacher candidates identify typical and atypical developmental patterns; analyze effectiveness of instructional strategies; and consider the role of specialists in supporting children's growth and development. Prerequisites
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(5 cr.) |
| EDUC 3051 |
Collaboration to Support All Learners
In this course, candidates explore strategies for effective communication and collaboration with colleagues, specialists, families, and community agencies to provide support for all children. Candidates examine collaboration strategies that promote the growth and learning of all children in the elementary classroom, including those with exceptionalities, gifted and talented students, and English language learners. Candidates learn about the roles of all participants in collaborative teams, including coteaching and participating in the Individualized Education Program (IEP) process. Candidates examine the role of the school in supporting all learners within the larger community context. They identify factors in the students' environments that may affect their growth and learning and explore strategies for effective collaboration with diverse families. Prerequisites
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(5 cr.) |
| EDUC 3052 |
Effective Practices: Planning, Instruction, and Assessment
To help ensure high levels of learning and achievement for all students, today's educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. In this course, education professionals examine the interrelationships between assessment, teaching, and learning as well as effective practices for applying and integrating these critical components in the K–6 classroom. They gain a historical perspective on the standards and accountability movement and examine standards in their state or local setting. They also explore learning theory in the context of today's challenging educational goals and standards. In this course, education professionals learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through on-site experiences and Virtual Field Experiences, they critically analyze and implement teaching and learning principles and practices that help ensure awareness of the individual and collective needs of students. This course requires a 15 hour field experience at a school approved by Walden University. Prerequisites
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(5 cr.) |
| EDUC 3053 |
Community Building for Effective Classroom Management
In this course, education professionals learn to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character to optimize learning for all students. Teachers will learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Age-appropriate skills and strategies for managing dynamic and flexible grouping structures and for teaching conflict resolution will be presented. The course also provides strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem solving with parents and families. This course requires a 15-hour field experience at a school approved by Walden University. Prerequisites
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(5 cr.) |
| EDUC 3054 |
Literacy K–6: Instruction and Assessment
Reading, listening, speaking, and writing are skills essential to success in school and in life. In this course, teacher candidates can examine a wide range of effective instructional and assessment practices that support the development of reading, oral language, and written communication for K-6 students. Teacher candidates use research-based approaches to literacy instruction while implementing a variety of assessment tools to identify students' difficulties. Teacher candidates use assessment data to create engaging literacy learning experiences at diverse developmental levels. Topics include the incorporation of technology to support and enrich literacy learning, family involvement, and integrating literacy and learning into the content areas This course requires a 15-hour field experience at a school approved by Walden University. Prerequisites
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(5 cr.) |
| EDUC 3055 |
Social Studies and the Arts K–6: Instruction and Assessment
In this course, candidates prepare to become effective educators of social studies and the arts. As they plan and implement instruction, candidates integrate the major concepts, themes, and modes of inquiry from social studies and the arts. Emphasis is on developing strategies to help students become effective citizens of a democratic and culturally diverse society. Candidates focus on building connections across disciplines and using the arts to foster student engagement and communication and promote their abilities to construct and apply knowledge. Candidates use multiple assessments to measure student progress and modify instruction to address the needs of all learners in diverse classrooms. This course requires a 15-hour field experience at a school approved by Walden University. Prerequisites
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(5 cr.) |
| EDUC 3056 |
Integrating Content and Technology to Enhance Learning
In this course, teacher candidates explore strategies for integrating technology across content areas in order to plan units and lessons that support developmental and curricular goals for elementary students. Candidates create learning experiences that promote student motivation and engagement; support exploration, problem solving, and critical thinking; provide opportunities for collaborative and self-directed learning; and foster content area literacy. Candidates explore a wide variety of technology resources, infusing them in instructional planning to help students learn content and become proficient in the use of technology. Candidates examine effective teaching practices, including formative/authentic assessments and scaffolding techniques to support diverse learners. This course requires a 15-hour field experience at a school approved by Walden University. Prerequisites
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(5 cr.) |
| EDUC 4010 |
Mathematics K–6: Instruction and Assessment
This coherent and rigorous approach to teaching and learning K–6 mathematics focuses on conceptual understanding, procedural skills, and application of mathematical knowledge. Coursework also focuses on helping teacher candidates promote problem-solving and communication skills as the core for teaching numbers and operations, algebra, data analysis, probability, measurement, geometry, and the use of manipulatives across math strands. Themes threaded throughout the course include technology, real-world applications, integrating math with other content areas, and building on the strengths and overcoming the challenges of diverse learners. This course includes 15 hours of field experience. Prerequisites
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(5 cr.) |
| EDUC 4020 |
Science K–6: Instruction and Assessment
In this course, education professionals explore teaching and learning in science, based on the latest research on the most effective methods for teaching appropriate science curriculum from Kindergarten through grade 6. Candidates focus on ways to use developmentally appropriate strategies to promote modes of inquiry and analytical skills in science education. They also explore instructional and assessment strategies to develop children's conceptual understanding of science, particularly relating to the standards for physical, life, and earth and space sciences. Candidates examine and apply integration of science with reading, math, social studies, and technology. Candidates consider their own science content knowledge and explore local professional development opportunities. This course requires a 15-hour field experience at a school approved by Walden University. Prerequisites
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(5 cr.) |
| EDUC 4030 |
Demonstration Teaching/Seminar: Professional Ethics, Communication, and Collaboration in Elementary Education
Demonstration teaching is the culminating experience in the teacher preparation program and is an opportunity to apply knowledge and skills. Education professionals participate in orientation activities and then gradually assume complete teaching responsibility of an elementary classroom. Education professionals take full control for 4 consecutive weeks over a 12-week placement, gaining real-world experience and the opportunity to translate theory into practice.Candidates demonstrate the various roles of an elementary educator. Education professionals work closely with, and are evaluated by, their Walden University supervisor, classroom cooperating teacher, and Walden faculty member. During demonstration teaching, all professionals complete the Education Teacher Performance Assessment (edTPA), participate in weekly discussions, and complete a collaboration based major assessment. This course requires a 12-week full-time classroom experience at a school approved by Walden University. Prerequisites
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(10 cr.) |
| VIEW ALL COURSES | ||
Admission Requirements
Admission is considered for adult students who hold a high school diploma or its equivalent. Applicants must also meet one of the following criteria:
- You are 21 years of age or older.
- You are less than 21 years of age with at least 12 quarter credits.
- You are an active member of the military or a veteran with documentation of service.
More information for international applicants.
Tuition and Fees
| Curriculum Component | Requirements | Cost | Amount |
|---|---|---|---|
| Tuition | 181 quarter credit hours |
Non-field experience courses: $333 per quarter hour Field experience courses: $205 per credit Total Tuition |
$45,288 $9,225 $54,513 |
| Technology Fee | Per quarter | $165 | $2,640 |
| $57,153* |
*Tuition reflects the minimum time to completion. Time to completion varies by student, depending on individual progress and credits transferred, if applicable. Tuition and time to complete may be reduced if transfer credits are accepted, or if you receive grants, scholarships or other tuition reductions. Walden may accept up to 115 transfer credits. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 844-768-0109.
Transfer credit total includes reduction in technology fee as related to reduced number of courses over time.
FINANCIAL AID
Many Walden degree-seeking students—67%—receive some form of financial aid.* Create a customized plan that makes sense for you.
*Source: Walden University’s Office of Financial Aid. Data reports as of 2018.
Find Ways to SaveProgram Savings
Receive up to a $4,000 Walden Live & Learn Grant and Tech Fee waived for the first term if you reside in the U.S. and start this program on May 30, 2022. Contact one of our Enrollment Specialists to learn more.
Get Started NowBuild Skills for Licensure and a New Career
Our online bachelor’s in elementary education program will help build your confidence in your teaching skills. To help you prepare for licensure exams, we offer access to our complimentary self-paced test-preparation course, based on game theory. In addition, Walden will pay for your edTPA—a nationally used performance assessment that measures the skills you need as a new teacher.
As current educators retire, the need for qualified, licensed elementary school teachers is on the rise across the nation.1 According to the U.S. Bureau of Labor Statistics, employment of elementary school teachers (excluding special education) is expected to grow by 4% through 2029.2
The median annual salary in May 2019 for elementary school teachers was $59,670. However, the salary range typically falls between $37,420 and $90,180.2 Salary ranges can vary widely depending on many important factors, including education, certifications, additional skills, the number of years you have spent in your profession.
A BS in Elementary Education can prepare you to pursue career options such as:
- Elementary school teacher
Career options may require additional experience, training, or other factors beyond the successful completion of this degree program.
A BS in Elementary Education can prepare you to work in settings such as:
- Public elementary schools
- Private elementary schools
Walden’s Riley College of Education and Leadership has more than
65,000
education students and alumni, including more than 150 state teachers of the year.3
The U.S. is expected to add
56,000
jobs for kindergarten and elementary school teachers through 2029.2Learning Outcomes
Graduates of Walden’s online BS in Elementary Education program will be prepared to:
- Demonstrate content knowledge, skills, and pedagogy appropriate to elementary education.
- Demonstrate the skills and dispositions of a professional educator.
- Promote K–6 children’s development and learning across content areas through the design and implementation of engaging, differentiated learning experiences that support children’s development and learning across all domains.
- Use data to assess student growth to make informed instructional decisions that build on the strengths and meet the needs of individual children.
- Practice cultural responsiveness to build positive trusting relationships with children, families, and colleagues and to create supportive learning environments for all.
- Use technology appropriately, resourcefully, and innovatively to personalize and improve teaching and learning.
- Demonstrate the ability to work collaboratively with children, families, colleagues, and communities to improve outcomes for every child and effect positive social change.
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Stacy Ness
Program DirectorAs program director in the School of Education and Professional Licensure, Dr. Ness oversees the special education, elementary education, early childhood studies, and principal preparation programs. She has also been an academic coordinator, course instructor, and lead university supervisor at Walden.
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Brandy Oleary
Academic CoordinatorDr. O’Leary is an academic coordinator at Walden. She is a nationally board-certified teacher with over 15 years of experience in special education and early childhood, elementary, and higher education. She has served as a mentor to new and veteran teachers alike.
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Judy Boyd
Contributing FacultyDr. Boyd is a faculty member in elementary education at Walden. Since 1991, she has served in various roles in education, including teacher, instructional literacy coach, and school-level administrator and director. She also served on the board of the Mississippi Association of Federal Education Directors.
The BS in Elementary Education program is amazing. I have felt so welcome at Walden from the beginning. I have had professors, advisors, and a faculty that truly care about their students. Every class has helped me to build confidence and the knowledge to become a wonderful educator.
Abby Harden BS in Elementary Education graduate
The staff at Walden University works hard in supporting their students. Walden University is an ideal school to consider. I will always remember Walden University and those that helped me on this journey because you all made my dreams come true!
Oslande Louis BS in Elementary Education graduate
It has been an amazing experience filled with ups and downs, laughter and tears. I've built relationships with my peers and classmates that I never knew were possible. Our experiences have helped us grow and I will cherish each and every one of the Walden staff that made this possible for us.
Theresa Barton BS in Elementary Education graduate
During one of the most trying times of uncertainty, my classmates, program professors, and facilitators were there for me every day to ensure that we would get through this together. I am so grateful for Walden University.
Jessica Ratych BS in Elementary Education graduate
Resource Articles
What Courses Do You Take When Earning a BS in Elementary Education?
Resource Articles
What to Expect From Your Student Teaching Experience
FAQ About Walden’s Bachelor of Science in Elementary Education Program
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The Council for the Accreditation of Educator Preparation (CAEP) is the only recognized national accreditor for educator preparation and aims to promote excellence through quality assurance and continuous assessment and improvement. The Richard W. Riley College of Education and Leadership is accredited by CAEP for a period of seven years, from April 2019 through June 2026. This accreditation covers initial teacher preparation programs and advanced educator preparation programs—including the BS in Elementary Education program. The Riley College of Education and Leadership earned CAEP accreditation by meeting rigorous national standards and demonstrating excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact, and capacity for continuous improvement.
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While earning an education degree can be done online or in person at a nearby college, many people are choosing to learn online because of its convenience. When you earn a BS in Elementary Education online, you complete your courses right from home or anywhere else you have internet access. Plus, in some online bachelor’s programs, you can attend class at whatever time of day you want, giving you a lot more control over your daily schedule.
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The U.S. Department of Education divides its statistics between pre-kindergarten through eighth grade (grouping those as “elementary school”) and ninth grade through 12th grade (grouping those as “secondary school”). However, most school districts consider kindergarten through fifth or sixth grade to be elementary school and most educational literature and teaching strategies define elementary education within that same K–6 range. In other words, while the statistics for elementary education include middle school, those in the profession use a more selective categorization.
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Elementary school is a vital step in preparing children for a lifetime of learning. It’s where most children learn to read, where they learn the fundamental concepts of science and mathematics, and where they gain a basic understanding of the world and its history. Without these critical building blocks, all other learning would be difficult, if not impossible. In fact, studies have shown that early learning can actually increase a student’s lifelong earning potential. In other words, the quality of education a child receives in elementary school can affect his or her entire life.
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To become an elementary education teacher, a student can expect to take the following courses:
- Child Development
- Community Building for Effective Classroom Management
- Literacy K–6: Instruction and Assessment
- Mathematics K–6: Instruction and Assessment
- Science K–6: Instruction and Assessment
- Demonstration Teaching/Seminar
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While most education degree programs include coursework on teaching strategies, they don’t all prepare you for teacher certification. If you intend to pursue a job as classroom teacher at any level, you’ll need a state-approved teacher preparation program that readies you for the important step of certification.1 While teacher licensure requirements vary by state, most require you to pass one or more skills tests and undergo a background check. Some states may require specific coursework in subjects ranging from history to multiculturalism.
1Source: www.teach.org/becoming-teacher/teaching-certification
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