麻豆传媒色情片

B.S. Primary Education (PK-5)
120
Credit Hours
75%
Max Transfer Credit
Class Type
Online coursework, 6, 8, 12 & 16-week courses
Next Start Date
Jul 1, 2024
Cost Per Credit

Nurture Young Learners as an Elementary School Teacher in Ohio

Achieve your goal of becoming a life-changing elementary school teacher in Ohio with Franklin鈥檚 Primary Education program. In the Primary Education program, you鈥檒l learn teaching strategies to position your students to be successful lifelong learners. 

Program Availability

Online
On Site

Transfer Friendly

Use the credit you鈥檝e earned to satisfy degree requirements.

Cut Your Costs

Low tuition, free books and no hidden fees save you money.

100% Online Coursework

Balance earning your degree with other work-life commitments.

Learn from the Best

Our faculty and co-operating teachers are best in class.

Jump Right In

Be placed in a school in your very first term.

21st Century Curriculum

Master proven teaching methods as well as emerging technology.

B.S. Primary Education Program Overview

Develop teaching skills to excel in primary education

Plant the seeds of curiosity and create lifelong learners. Through the coursework and practical experiences woven throughout Franklin鈥檚 Primary Education program, you鈥檒l be prepared for the high-paced, interactive and rewarding world of a preschool, kindergarten or elementary school teacher.

Through your Professional Education Component Courses, you鈥檒l learn critical skills every teacher needs to succeed 鈥 from classroom management and lesson planning to teaching strategies and learning assessment, you鈥檒l build a strong foundation for your teaching career.

Your 鈥渕ethods block鈥 coursework hones your knowledge in key areas for primary school teachers. To ensure you emerge from the program prepared and well-rounded, you鈥檒l be challenged to incorporate your learnings across several courses into one integrated unit plan. 

In addition, to bolster your performance on the Ohio Assessment for Educators (OAE) Foundations of Reading assessment, a necessary component of Primary Education Licensure, the program contains a sequence of four courses concentrated on reading instruction.

Moreover, upon your enrollment, you鈥檒l be issued a free Taskstream account to keep you on track as you work to complete the requirements for your degree and intended licensure. With Taskstream, you鈥檒l be able to see when important documentation, like background clearance check information, has been received. You鈥檒l also be able to use Taskstream as a gateway to important information like clinical field placement information and course resources.  

Learn by doing with immersive learning opportunities woven throughout the program

You鈥檒l hit the ground running at Franklin, by starting field experiences with your very first term. Based on your preferences, you鈥檒l be paired with an experienced cooperating teacher to observe teaching methods, ask meaningful questions and provide assistance when requested. By taking part in these clinical field placements each term you are enrolled, you鈥檒l be placed in different school environments for opportunities to diversify your experiences and build your professional network. 

Through clinical field placements and student teaching experiences, you鈥檒l benefit from partnerships between Franklin鈥檚 School of Education and more than 200 partner school districts that serve Ohio鈥檚 rural areas as well as suburbs, cities and towns. 

The hands-on, full-time student teaching experience in your last term will enable you to work alongside a cooperating teacher to put into practice the knowledge, skills and dispositions that you have developed throughout the course of the program. 

Build the fundamentals necessary to be a successful teacher

All education students, regardless of intended licensure area, must successfully complete 33 hours of Professional Education Component Courses. While these courses can be taken at Franklin or transferred in, this coursework lays the foundation for future studies by providing a roadmap for success as an education major. Through these classes, you鈥檒l build a toolbox of skills to become a teacher who is able to tailor your instruction to meet the needs of your students. Course topics include lesson planning, classroom technology, classroom management and teaching strategies. 

Gain in-demand skills that enable you to leverage technology to engage learners

Technology impacts every industry and every aspect of our lives. For this reason, effective teachers need to be able to integrate technology into the classroom as a tool to facilitate student learning and enhance communication with stakeholders in the learning process 鈥 like parents/guardians, school administrators and the community. 

Franklin鈥檚 Technology in the Classroom course, a required course for all education students, is aligned with International Society for Technology in Education (ISTE) standards. ISTE, a global organization dedicated to using the power of technology to transform teaching and learning, and the group鈥檚 standards are a framework for innovation in education put in place to help you to become a teacher who can prepare students to thrive in a connected and ever-changing world. 

In this unique course, you鈥檒l master Edmodo, Google Classroom, Kahoot!, Quizlet, Remind 101 and other emerging digital tools to help you with classroom management and polling, photo and video sharing, discussion and publishing, and social media and communication. You鈥檒l learn how to integrate technology that places student in the center of the learning environment. You鈥檒l have the opportunity to demonstrate your learning through hands-on assignments like teaching a lesson to your peers using various tech tools. 

Focus in on your licensure area with methods block coursework

Franklin's Primary Education program contains a methods block, a specialized set of courses that get at the heart of your particular teaching goal. These courses focus on teaching in specific content areas 鈥 language arts, mathematics, social studies or science. Moreover, the coursework in this block provides multiple opportunities for you to teach in front of a classroom and be provided with feedback to fuel your progress along the way. 

Take advantage of flexible transfer options and earn an affordable education degree

Whether you鈥檝e earned an associate degree in education or in a teaching content area, Franklin鈥檚 transfer-friendly Primary Education program provide a flexible and affordable path to a high-quality degree. In addition to maximized transfer and our low per credit hour tuition rate, Franklin also provides free books and eliminates fees for field placements and student teaching that are common at other universities. 

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Your Best Value B.S. Primary Education (PK-5)

Choose Franklin's accredited B.S. Primary Education (PK-5) and get a high-quality degree that fits your life and budget.

Keep the Credit You've Earned

90
MAX TRANSFER HOURS

Transfer up to 75% of required credits to finish faster and spend less.

Students must complete a minimum of 30 credit hours at 麻豆传媒色情片 to be eligible for a degree.

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Student Satisfaction

98%
STUDENT SATISFACTION

98% of graduating students would recommend Franklin to their family, friends and/or colleagues.

Source: 麻豆传媒色情片, Office of Career Development Student Satisfaction Survey (Summer 2023)

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Primary Education Courses & Curriculum

120 Semester Hours
Fundamental General Education
English Composition
ENG 120 - 麻豆传媒色情片Writing (4)

In this course, students acquire the writing competencies necessary for completing analytical and argumentative papers supported by secondary research. A variety of assignments, beginning with personal reflections, build upon one another, as students develop ideas that respond to, critique, and synthesize the positions of others. Students systematize and organize knowledge in ways that will help them in all their courses. The course also emphasizes the elements of critical reading, effective writing style, appropriate grammar and mechanics, clarity of language, and logical and cohesive development. It culminates in submission of an extended, documented research paper.

Mathematics
MATH 215 - Statistical Concepts (4)

This course introduces you to statistics with applications to various areas. The course covers both descriptive and inferential statistics. Topics included are: sampling techniques, data types, experiments; measures of central tendency, measures of dispersion, graphical displays of data, basic probability concepts, binomial and normal probability distributions, sampling distributions and Central Limit Theorem; confidence intervals, hypothesis tests of a mean, or a proportion for one or two populations, and linear regression.

Choose either MATH 140 Introduction to Quantitative Reasoning or MATH 150 Fundamental Algebra as the prerequisite to MATH 215. Course can count as a University Elective.

Social and Behavioral Sciences
PSYC 110 - General Psychology (4)

This course is a survey of the various fields of study comprising modern scientific psychology. We will examine the theories, research findings, and applications in each of the major areas of psychology, with the goal of providing students with practical information they can apply to their personal and professional lives. The topic areas covered in the course include learning and memory, motivation and emotion, human development, theories of personality, psychopathology, and social behavior.

2 credits from the following types of courses:
Choose from the Anthropology, Economics, Geography, History, Political Science, or Sociology disciplines.

Science

6 credits from the following types of courses:
Two courses from the Science discipline. One course must have a lab component.

Arts & Humanities

6 credits from the following types of courses:
Choose from the Art, English Literature, Fine Arts, Humanities, Music, Philosophy, Religion or Theater disciplines.

Additional General Education
PF 121 - Basic Learning Strategies (2)

This course prepares students to be successful lifelong learners both academically and in their chosen careers. Franklin courses require a high level of self-directed learning and focus on the skills required in the workplace and the classroom that are easily transferrable between the two environments. The course includes strategies for time management, goal setting, reading comprehension, and advancing communication skills, including the use of electronic tools to participate in virtual environments.

OR PF 321 - Learning Strategies (2)

This course prepares students to be successful lifelong learners both academically and in their chosen careers. Franklin courses require a high level of self-directed learning and focus on the skills required in the workplace and the classroom that are easily transferable between the two environments. The course includes strategies for advancing communication skills, including the use of electronic tools to participate in virtual environments. The assignments and activities in the course are created to closely simulate teamwork found in the workplace.

COMM 150 - Interpersonal Communication (4)

By using applied critical and creative thinking, students in this course will develop a set of communication skills that will enhance their personal and professional relationships and endeavors. This course will focus on skill development in key areas such as self, perception, listening, verbal messages, conversations, relationships, conflict management, persuasion, and presentation skills.

OR SPCH 100 - Speech Communication (4)

This basic public-speaking course intends to improve the student's ability to think critically and to communicate orally. Theory and practice are provided in various speaking situations. Each student is required to speak before an audience, but class work also involves reading, gathering and organizing information, writing, and listening.

4 credits from the following types of courses:
Any General Education course at the 100 or 200 level

Professional Education Component
EDP 401 - Education in Diverse Society (3)

This course explores the profession of education and examines the state, federal, and institutional standards that guide the profession. Students will examine the psychological, sociological, and philosophical foundations of education as they relate to learning. Topics of discussion and analysis include the development of individual differences; atmosphere of respect; understanding students' needs grouping, education of minorities; how the teacher creates instructional opportunities that are equitable and adaptable to diverse learners; exploring the components of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

EDP 403 - Nature & Need of Learners With Exceptionalities (3)

This course provides students the opportunity to develop an understanding of the philosophical, historical, and legal foundations of special education as well as an understanding of the characteristics of learners who have special needs; explore and define the concepts of special education in schools and society, and acquire knowledge about the legal and procedural aspects of special education and develop an understanding and respect for individual needs and diversity. Students relate multicultural issues, beliefs, and practices to the needs of the student with mild/moderate disabilities, explore crisis intervention/prevention models and strategies and examine conflict resolution. This course presents students with the opportunity to develop an understanding of the issues relating to developing and encouraging positive social interaction skills, issues relating to the diverse emotional needs of students with mild/moderate disabilities, and issues relating to student behavior.

EDP 423 - Instructional Planning for Pk12 Learners (3)

The course examines introductory aspects of instructional planning as well as the common strategies teachers employ to conduct their lessons. Basic elements of measurement and assessment that are essential to effective teaching are addressed. It assumes students have an understanding of the content they will teach and an extensive understanding and appreciation of the students with whom they will work. The overriding purpose of the course resides in the transformation of content and behavioral objectives into sequences of instructional activities that make them accessible to students and the central role assessments play in the instructional process as teachers construct and utilize various types of assessment to provide valid measures of learning outcomes.

EDUC 309 - Technology in the Classroom (3)

This course is designed to emphasize the connectivity of technology to the classroom and the general curriculum. Students will explore programs that will aid them in classroom management, data collection, student-produced work, creating instructional tools, and administration of classroom responsibilities. Students will develop products that can be used to support their teaching and the learning process of their students.

EDP 405 - Applying Educational Psychology to Instruction (3)

This course provides students the opportunity to develop an understanding of the theories of cognition, intelligence, and learning, especially as it relates to identifying children with special needs. A developmental perspective will be utilized in the examination of the biological, social, psychological, and cultural influences on growth and change during childhood and adolescence. Students begin the process of relating the theories to instruction and assessment processes.

EDP 429 - Classroom Assessment (3)

This course will provide students the opportunity to examine and create a variety of valid and reliable classroom assessments. Students will also explore how to use data to influence classroom decisions, guide and improve teaching skills, and tailor instruction to individual learning needs. This course will also make the connection between constructive evaluation skills such as constructive feedback; helping students monitor their own progress; influence students? continuing motivation; and perceptions of self-efficacy as learners and their positive effect on student learning.

EDP 471 - Collaboration & Management (3)

This course provides students the opportunity to develop skills in planning and managing the teaching and learning environment; managing student behavior and social interaction skills; communicating effectively; developing collaborative partnerships; and demonstrating professionalism and ethical practices. Students become familiar with daily management skills, safety and health issues in the classroom, creating and modifying a supportive learning environment, and behavior management skills. The course also focuses on the development and interaction of the educational team on methods and models of collaborative practices with parents, students, educational personnel, and members of the community and incorporates this into the instructional process.

EDP 472 - Differentiating Curricul. (3)

This course will provide students with the opportunity to explore research and theory on the effectiveness of differentiated classrooms; examine the importance of differentiating instruction for today's diverse student population; recognize the need to increase variety in teaching, learning, and assessment to respond to individual student needs; utilize strategies including assignment tiering, graphic organizers, critical thinking skills, reflection and assessment strategies customized for a mixed-ability classroom; diagnose student needs and prescribe tasks that create better matches between learning needs and preferences and plan and implement methods appropriate for assessing individual learning needs in a performance-based curriculum.

EDP 495 - PK12 Reflection and Seminar (3)

The PK12 Reflection and Seminar is the in-class seminar portion of the student teaching experienced designed to meet the requirements for the Resident Educator License. The seminar provides teacher candidates with an opportunity to continue developing the skills needed to become a reflective practitioner based upon their practicum experience in the field component of student teaching.

EDUC 220 - Introduction to Education (3)

This course is required for prospective teachers seeking the Resident Elementary Education License. This course explores the history, philosophy, purposes, and societal needs for elementary education. Appropriate organization and curriculum for PK-5 will be discussed. Readiness for learning will be investigated.

EDUC 221 - Foundations of Literacy: Science of Reading, Explicit Instruction and Child/Adolescent Literature (3)

This course explores the foundational principles and evidence-based practices essential for effective literacy instruction in today's diverse classrooms. This course equips future educators with the knowledge and skills necessary to foster literacy success for all learners, from early childhood to adolescence. Through a comprehensive exploration of the science of reading, explicit instruction techniques, and the diverse landscape of children's and adolescent literature, students will gain invaluable insights into the intricacies of literacy acquisition and instruction.

Major Area Required
MATH 113 - Math for School Teachers I (3)

This course is the first of a two-course sequence required of all candidates for licensing as teachers of Elementary Education or Intervention Specialist. Each course focuses on the conceptual structures underlying the teaching and learning of standards-based mathematics in the elementary grades. MATH 113 addresses the conceptual structures for Counting & Cardinality, the Base-10 Number System, Measurement, and Area & Perimeter.

MATH 222 - Math For School Teachers II (3)

This course is the second of a two-course sequence required of all candidates for licensing as teachers of Elementary Education or Intervention Specialist. Each course focuses on the conceptual structures underlying the teaching and learning of standards-based mathematics in the elementary grades. MATH 222 addresses the conceptual structures for rational number operations, algebraic reasoning, geometry, probability, and statistics.

EDUC 224 - Creative Experiences and Play for All (3)

This course provides teacher candidates with the knowledge and skills necessary to incorporate creative music, art, drama, movement, and play activities into a comprehensive early childhood inclusive curriculum. Integration of creative experience and play designed to enhance and encourage the development of all PreK to Grade 5 learners will be emphasized, as will the historical, theoretical and research base for the integration of play and creative experiences into a fully inclusive classroom. This is a field experience course that requires transportation to local partnership school districts to complete classroom assignments.

EDUC 451 - Early Childhood Language Arts Methods (3)

This course presents an overview of language arts for all pre-kindergarten through grade 5 learners. Teacher candidates will examine the continuum of state standards-based skills, curricular components and organization, and diverse learning challenges as they relate to developing and implementing developmentally appropriate lessons and units of study. Candidates will develop positive dispositions toward literacy and foster supportive environments for literacy development of all learners, including children with disabilities and English language learners. Contemporary research on theoretical perspectives and best practices, as well as practical application, is embedded in this course to ensure a balanced approach to the most effective instructional practices for pre-kindergarten to grade 5 learners.

EDUC 452 - Elementary Education Science Methods (3)

This course is required for prospective teachers seeking the Resident Elementary Education License. The course examines the kinds of curricular themes, problems, and issues that are appropriate for candidates in the elementary education program and is based upon appropriate developmental theory. Learned societies and other research literature have also been used to provide the basis for the selection of curriculum and teaching strategies. The emphasis is a hands on approach to inquiry. The course provides candidates the framework for implementing the Ohio Science Standards.

EDUC 453 - Early Childhood Social Studies Methods (3)

This course is required for prospective teachers seeking the Resident Educator Early Childhood License. Students will examine the kinds of curricular themes, learning challenges, and standards issues as they relate to developing and implementing developmentally appropriate lessons and units of study to teach social studies knowledge and skills to three- to eight-year-olds. Learned societies and other research literature also have been used to provide the basis for the selection of this curriculum and for the materials, teaching strategies, differentiation methods, and assessment techniques that are included as part of the course.

EDP 491 - Professional Growth & Development ECE (9)

The professional growth and development practicum is the field portion of the student teaching experience designed to meet the requirements for licensure. The practicum is an in-depth clinical laboratory experience that provides opportunities to observe, analyze, plan, and practice teaching methods in a school setting. The experience enables the teacher candidate to move through stages of increased responsibilities under the guidance and with the support of a cooperating teacher and a university supervisor.

EDUC 454 - Mathematics Methods for Elementary Educators (3)

This course is required for prospective teachers seeking the Resident Educator Primary License. It examines the kinds of curricular themes, problems, and issues that are appropriate for children in the elementary block and is based upon appropriate developmental theory. Learned societies and other research literature also have been used to provide the basis for the selection of this curriculum and for the materials, teaching strategies, and assessment techniques that are included as part of the course.

Foundations of Reading
EDUC 230 - The Teaching of Phonics (3)

This course is required for prospective teachers seeking the Resident Educator Early Childhood License, the Resident Educator Middle Childhood License, and the Resident Educator Intervention Specialist License. The focus is the explicit, systematic teaching of phonics: the history, the evidence, and the individual components of this approach. Letter-sound relationships, blending, word building, decoding multisyllable words and fluency are established as effective, evidence-based methods of teaching decoding skills. Application is addressed through explanations, models, and resources provided within the text and additional supplemental resources available through a companion website access.

EDUC 330 - Emergent Reading & Writing (3)

This course is designed for students preparing for PK-5 Early Childhood Education. It is focused on the emergent learner, specifically in Pre-kindergarten, and the literacy knowledge and skills that are the foundation of reading and writing in grades K-5. Keeping in mind that PreK is not a universal mandate for all students before entering Kindergarten, this course will also serve as a guide for teaching literacy skills to students who may have had little literacy exposure before their first year of formal education.

EDUC 331 - Teaching Early Childhood Reading (3)

This course is required for prospective teachers seeking the Provisional Early Childhood License, the Provisional Middle Childhood License, or the Provisional Intervention Specialist License. The course examines the development of communication skills in early learners, from listening and speaking to reading and writing. It presents frameworks aligned with the science-based principles of early literacy development, encompassing components of Structured Literacy, incorporating evidence-based strategies that promote effective reading and writing instruction.

EDUC 431 - Diagnostic Reading & Remediation (3)

This course is required for students who are seeking the Resident Educator Early Childhood License, the Middle Childhood Licensure, or the Intervention Specialist License. The course provides an overview of the reading process. It explores the strategies that are needed for reading and discusses ways of encouraging the development of these strategies in children. It explores common miscues and discusses ways of using diagnostic reading instruments. It stresses the importance of developing positive attitudes toward reading, as well as developing reading skills.

University Electives

9 credits from the following types of courses:
Any undergraduate courses offered by the University except developmental education courses.

Additional Requirements

All students are required to pass 麻豆传媒色情片Writing (ENG 120), and either Basic Learning Strategies (PF 121) or Learning Strategies (PF 321) prior to enrolling in any course at the 200 level or above. Students who enroll at Franklin with 30 or fewer hours of transfer credit are required to pass PF 121 Basic Learning Strategies in place of PF 321 Learning Strategies. Interpersonal Communication (COMM 150) or Speech Communication (SPCH 100) must be taken prior to enrolling in any course at the 300 level or above. Students must also meet the University algebra competency requirement.

Academic Minors

Personalize your degree with a minor. Explore available minors, learn how minors can benefit you, and find out what requirements you must meet to earn a minor.

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Specialized Accreditation

Council for the Accreditation of Educator Preparation

The School of Education at 麻豆传媒色情片 holds accreditation for its initial-level educator preparation programs through Fall 2026 from the Council for the Accreditation of Educator Preparation (CAEP), 1140 19th St NW, Suite 400 Washington, DC 20036 (202) 223-0077. The following bachelor's degree and post-baccalaureate initial-level licensure programs were included in the CAEP accreditation review: Adolescence to Young Adult Education (7-12), Intervention Specialist: Mild-Moderate (K-12), Middle Childhood Education, and Primary Education (PK-5).

For more information about the Council for the Accreditation of Educator Preparation, please click .

CAEP Accountibility Measures

The CAEP (Council for the Accreditation of Educator Preparation) Accountability Measures are used to provide information to the public on both program outcome and program impact, those measures with supporting documentation are provided at this link.

B.S. Primary Education (PK-5) Program Details

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Find Your Education Program

Advance your career and be the difference maker you aspire to be with an online education degree from 麻豆传媒色情片. Franklin has education programs that cater to educators and leaders in traditional PK-12 roles, as well as those who work in corporate, nonprofit or governmental organizations. 

Educators bring out the best in those around them. Classroom teacher. Corporate trainer. CEO. Your passion will inform your path 鈥 and Franklin has the program to help you reach your destination.

Program Minimum Credentials
B.S. Adolescence to Young Adult (Grades 7-12) H.S. Diploma or Equivalent

What is it?
The B.S. Adolescence to Young Adult Education degree prepares students to teach grades 7-12 in Ohio by providing the coursework and assessments required to qualify for an Ohio Resident Educator License.   

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the AYA Education program contains a specialized set of courses focused on teaching in specific content areas 鈥 language arts, mathematics, social studies or science. To meet requirements for AYA licensure, you will choose one area of concentration from the content areas.  

What can I do with a B.S. Adolescence to Young Adult (Grades 7-12)?
With a B.S. Adolescence to Young Adult Education degree, you can teach language arts, mathematics or social studies in Ohio's middle or high schools. 

Is there classroom experience or a capstone?
You'll combine online coursework with an on-site field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Bachelor's-level education programs require 120 credit hours and are designed to be completed in 4 years. However, if you have previously earned credit hours - including an associate degree in education or in a teaching content area, Franklin鈥檚 transfer-friendly AYA Education program provides a flexible and accelerated path to a degree.   

B.S. Intervention Specialist: Mild-Moderate (K-12) H.S. Diploma or Equivalent

What is it?
  The B.S. Intervention Specialist degree prepares students to teach special education in grades K-12 in Ohio by providing the coursework and assessments required to qualify for an Ohio Resident Educator License.  

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the Intervention Specialist Education program contains a specialized set of courses focused on teaching in specific content areas 鈥 language arts, mathematics, social studies or science, as well as four courses concentrated on reading instruction.

What can I do with a B.S. Intervention Specialist: Mild-Moderate (K-12)?
With a B.S. Intervention Specialist Education degree, you can be a special education teacher for grades K-12 in Ohio.  

Is there classroom experience or a capstone?
You'll combine online coursework with an on-site field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Bachelor's-level education programs require 120 credit hours and are designed to be completed in 4 years. However, if you have previously earned credit hours - including an associate degree in education or in a teaching content area, Franklin鈥檚 transfer-friendly Intervention Specialist Education program provides a flexible and accelerated path to a degree.  

B.S. Middle Childhood Education (Grades 4-9) H.S. Diploma or Equivalent

What is it?
The B.S. Middle Childhood Education degree prepares students to teach grades 4-9 in Ohio by providing the coursework and assessments required to qualify for an Ohio Resident Educator License. 

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the MCE program contains a specialized set of courses focused on teaching in specific content areas 鈥 language arts, mathematics, social studies or science. To meet requirements for MCE licensure, you will choose two areas of concentration from the content areas.

What can I do with a B.S. Middle Childhood Education (Grades 4-9)?
With a B.S. Middle Childhood Education degree, you can teach language arts, mathematics, social studies or science in Ohio's middle schools.   

Is there classroom experience or a capstone?
You'll combine online coursework with an onsite field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Bachelor's-level education programs require 120 credit hours and are designed to be completed in 4 years. However, if you have previously earned credit hours - including an associate degree in education or in a teaching content area, Franklin鈥檚 transfer-friendly MCE program provides a flexible and accelerated path to a degree.    

B.S. Primary Education (PK-5) H.S. Diploma or Equivalent

What is it?
The B.S. Primary Education degree prepares students to teach preschool through 5th grade in Ohio by providing the coursework and assessments required to qualify for an Ohio Resident Educator License. 

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the Primary Education program contains a specialized set of courses focused on teaching in specific content areas 鈥 language arts, mathematics, social studies or science, as well as four courses concentrated on reading instruction.

What can I do with a B.S. Primary Education (PK-5)? 
With a B.S. Primary Education degree, you can teach preschool, kindergarten or elementary school in Ohio.   

Is there classroom experience or a capstone?
You'll combine online coursework with an on-site field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Bachelor's-level education programs require 120 credit hours and are designed to be completed in 4 years. However, if you have previously earned credit hours - including an associate degree in education or in a teaching content area, Franklin鈥檚 transfer-friendly Primary Education program provides a flexible and accelerated path to a degree.     

Post-Baccalaureate Adolescence to Young Adult (Grades 7-12) Bachelor's Degree

What is it?
A direct route to becoming a 7th-12th grade teacher in Ohio, the Post-Baccalaureate Adolescence to Young Adult Education Licensure Program provides a bachelor's degree-holder with the coursework and assessments required to qualify for an Ohio Resident Educator License.

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the AYA Education program contains a specialized set of courses focused on teaching in specific content areas 鈥 language arts, mathematics, social studies or science. To meet requirements for AYA licensure, you will choose one area of concentration from the content areas.   

What can I do with a Post-Baccalaureate Adolescence to Young Adult (Grades 7-12)? 
With the Post-Bacc Adolescence to Young Adult Education Licensure Program you can teach language arts, mathematics or social studies in Ohio's middle or high schools. 

Is there classroom experience or a capstone?
You'll combine online coursework with an on-site field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Post-Baccalaureate AYA educator preparation programs require 78 hours of pedagogical and specialized content coursework to apply for a Ohio Resident Educator License. Franklin's transfer-friendly Post-Bacc programs enable you to make the most of your previously earned bachelor's degree credits to minimize time and cost toward teacher licensure.   

Post-Baccalaureate Intervention Specialist: Mild-Moderate (K-12) Bachelor's Degree

What is it?
A direct route to becoming a special education teacher in Ohio, the Post-Baccalaureate Intervention Specialist Education Licensure Program provides a bachelor's degree-holder with the coursework and assessments required to qualify for an Ohio Resident Educator License.       

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the Intervention Specialist Education program contains a specialized set of courses focused on teaching in specific content areas 鈥 language arts, mathematics, social studies or science, as well as four courses concentrated on reading instruction. 

What can I do with a Post-Baccalaureate Intervention Specialist: Mild-Moderate (K-12)? 
With the Post-Bacc Intervention Specialist Licensure Program, you can be a special education teacher for grades K-12 in Ohio.  

Is there classroom experience or a capstone?
You'll combine online coursework with an onsite field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Post-Baccalaureate Intervention Specialist educator preparation programs require 63 hours of pedagogical and specialized content coursework to apply for a Ohio Resident Educator License. Franklin's transfer-friendly Post-Bacc programs enable you to make the most of your previously earned bachelor's degree credits to minimize time and cost toward teacher licensure. 

Post-Baccalaureate Middle Childhood Education (Grade 4-9) Bachelor's Degree

What is it?
A direct route to becoming a 4th-9th grade teacher in Ohio, the Post-Baccalaureate Middle Childhood Education Licensure Program provides a bachelor's degree-holder with the coursework and assessments required to qualify for an Ohio Resident Educator License.      

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the MCE program contains a specialized set of courses focused on teaching in specific content areas 鈥 language arts, mathematics, social studies or science. To meet requirements for MCE licensure, you will choose two areas of concentration from the content areas.

What can I do with a Post-Baccalaureate Middle Childhood Education (Grade 4-9)? 
With the Post-Bacc Middle Childhood Education Licensure Program, you can teach language arts, mathematics, social studies or science in Ohio's middle schools.            

Is there classroom experience or a capstone?
You'll combine online coursework with an onsite field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Post-Baccalaureate Middle Childhood educator preparation programs require 108 hours of pedagogical and specialized content coursework to apply for a Ohio Resident Educator License. Franklin's transfer-friendly Post-Bacc programs enable you to make the most of your previously earned bachelor's degree credits to minimize time and cost toward teacher licensure.

Post-Baccalaureate Primary Education (PK-5) Bachelor's Degree

What is it?
A direct route to becoming a PK-5th grade teacher in Ohio, the Post-Baccalaureate Primary Education Licensure Program provides a bachelor's degree-holder with the coursework and assessments required to qualify for an Ohio Resident Educator License.    

What will I learn?
Course topics include lesson planning, classroom technology, classroom management and teaching strategies. In addition, the Primary Education program contains a specialized set of courses focused on teaching in specific content areas 鈥 language arts, mathematics, social studies or science, as well as four courses concentrated on reading instruction.

What can I do with a Post-Baccalaureate Primary Education (PK-5)?
With the Post-Bacc Primary Education Licensure Program, you can teach preschool, kindergarten or elementary school in Ohio.                  

Is there classroom experience or a capstone?
You'll combine online coursework with an onsite field placement during every term of your enrollment. In your final term, you'll complete a full-time student teaching experience alongside a cooperating teacher. 

How long will it take to complete?
Post-Baccalaurate Primary educator preparation programs require 66 hours of pedagogical and specialized content coursework to apply for a Ohio Resident Educator License. Franklin's transfer-friendly Post-Bacc programs enable you to make the most of your previously earned bachelor's degree credits to minimize time and cost toward teacher licensure.

Primary Education Employment Outlook

5%

From 2021-2031, jobs in Primary Education are expected to increase by 5%

All Occupations

2021
1,653,906 jobs
2031
1,741,906 jobs
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Education Administrators, Kindergarten through Secondary

2021
269,588 jobs
2031
285,760 jobs


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B.S. Primary Education Frequently Asked Questions

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