Early Childhood, Elementary and Special Education - Catalog

Dr. Kianga Thomas
Department Chair
(757) 823-2700

The Early Childhood/Elementary and Special Education Department (EESE) provides undergraduate and graduate programs for students seeking preparation to work with young children in the community, agencies, and preK-12 school settings. The goal of the teacher education programs is to prepare competent, compassionate, collaborative, and committed leaders. The teacher education programs are approved by the Virginia Department of Education and accredited by the National Council for the Accreditation of Teacher Education (NCATE) now the Council for the Accreditation of Educator Preparation (CAEP). The early childhood, elementary, and special education programs provide instruction, field experiences, and clinical practices that develop excellence in teaching and skills to serve diversified populations.

The degree and teacher certification endorsement programs in the Department of Early Childhood/Elementary and Special Education are:

Bachelor Science Education in Elementary Education K-6
Bachelor of Science Education in Special Education K-12
Bachelor of Science in Early Childhood Development – Child Care Non-teaching Option (NCOP)

Licensure and Baccalaureate Degree Requirements

Students interested in teaching early childhood, elementary, or special education must pursue a degree in psychology or interdisciplinary studies and earn full licensure to teach in the desired teaching discipline. Students who possess an undergraduate degree and desire to earn a teaching license may apply to Norfolk State University as a non-degree seeking student. Admission to Norfolk State University does not guarantee admission to the teacher education program.

The licensure and/or degree requirements are under constant revisions due to either, the Commonwealth of Virginia’s regulations, Norfolk State University’s requirements, or regional or national accreditation standards. Advisors and the School of Education webpage will inform students of the most current information resulting from changes by any of the agencies. Current guidelines and regulations supersede information in this catalog.

Tk20 Assessment System Guidelines

All students enrolled in a degree program and seeking teacher licensure are to have access to the web-based portfolio assessment system upon enrolling in the first education course. Candidates are to maintain all field experience, clinical practice, and course assessment data as requested by instructors in the Tk20 system. Information about the use of Tk20 is found on the Center for Professional Development webpage at https://www.nsu.edu/education/cpd/index.

General Education Licensure Requirements

To be eligible for the early childhood preK-3, elementary education preK-6, or special education-general curriculum K-12 teaching license, students must have an undergraduate degree in liberal arts and sciences (or equivalent) from a regionally accredited institution. The candidate for the non-degree teaching license certification endorsement only, who has a degree in a liberal arts or science area, must fulfill the following semester-hour requirements:

English (must include composition, oral communication, and literature): 12 semester hours;
Mathematics: 12 semester hours;
Science (including a laboratory course): 8 semester hours in at least two science disciplines;
History (must include American history): 9 semester hours;
Social science (must include geographyand economics): 6 semester hours; and
Arts and humanities: 6 semester hours.

Assessment Requirements for Teachers

To satisfy the state of Virginia's testing requirements for the initial licensure programs, students must pass Praxis II (if applicable to program), the Virginia Communication and Literacy Assessment (VCLA), and the Reading for Virginia Educators (RVE).

Praxis II is a content knowledge exam for teachers and must be passed before program completion, if applicable to your program.

VCLA is a test of communication, reading, and writing skills. Must be passed for admission to the program.

RVE is a test of students' knowledge of reading instruction. Must be passed for admission to the program, if applicable.

You may see the assessment requirements for Virginia licensure at http://www.doe.virginia.gov/teaching/licensure/prof_teacher_assessment.pdf/

Students are responsible for providing copies of the test results to the program advisor for admission to teacher education and copies of all assessments are included in the student teaching application packet. When reporting results for Praxis II, students must submit a paper copy of the “Examinee Score Report." The Examinee Score Report is sent to the student by ETS, and it provides detailed score information that the Office of Clinical Experiences and Student Services (OCESS) is required to collect. (This information is not available on the “Designated Institution Score Report” sent to Norfolk State by ETS.) Information about test registration is available on the Office of Clinical Experiences and Student Services' (OCESS)webpage.

Admission to Teacher Education Guidelines

Students applying for admission to the teacher education program must have a minimum 3.0 grade point average with no grade below a “C” and must have passed VCLA exam and RVE, if applicable. Applicants are required to complete a portfolio that contains two letters of recommendation, a copy of their philosophy of education, an update on any disposition documents on file, as well as participate in an interview, and meet any other requirements as outlined in the guidelines provided at Office of Clinical Experiences and Student Services' (OCESS) webpage https://www.nsu.edu/education/cpd/index.

Students are to be admitted to teacher education prior to enrolling in any professional education observation participation course. Students must continue to maintain a 3.0 GPA and earn at least a grade of “C” for continuance in the teacher education program.

Observation and Observation Participation Field Placements and Clinical Practice

The introductory course, Foundations of Education has an observation experience that is designed to help students decide if teaching is the right choice for them. All methods of teaching courses have an observation participation requirement that must be met in an appropriate, licensed setting. Students are required to have current negative TB test results and a current background verification form in order to request field experience placements. Students must pass VCLA and meet the requirements for admission to teacher education before participating in an observation-participation field experience. A provisionally licensed teacher may participate in observation participation if s/he has a letter from the Virginia Department of Education listing the course as a needed requirement and has passing VCLA scores.

Teacher Education Assessments and Applying to Student Teach or Complete the Practicum

In order to student teach and obtain a Virginia teaching license, all teacher education students must attain passing scores on the appropriate teacher licensure assessments.

It is recommended that the VCLA be taken in the first semester of the freshman year and no later than the first semester of the sophomore year.

The RVE should be taken in the first semester of the freshman year and no later than the first semester of the sophomore year, if applicable. It is required for licensure.

Candidates must receive training in dyslexia and the recognition of child abuse and neglect and keep the certificate to submit with the student teaching and state licensure applications.

Candidates are required to pass the appropriate Praxis II specialty area assessment with scores established by the Virginia Department of Education.

Candidates are required to complete the Emergency First Aid, Cardiopulmonary Resuscitation (CPR) and Use of Automated External Defibrillators (AED) training. Documentation of training must be submitted to the Office of Clinical Experiences and Student Services (OCESS) before you begin your student teaching.

Obtain the application and due dates to student teach at the Office of Clinical Experiences and Student Services (OCESS) webpage. All coursework and other program requirements must be completed before beginning student teaching.

Prior to placements in practicum or internship, students are required to complete a universal background check, the Child Protective Service Central Registry Release of Information (032-02-1515/1), and a fingerprint check by the school division. Students may be liable for all costs incurred. Candidates must adhere to guidelines outlined in the field experience handbook and located at the Office of Clinical Experiences and Student Services' (OCESS) webpage.

Early Childhood, Elementary and Special Education Programs

The certificate program in Paraprofessional Education is undergoing revisions.

Early Childhood, Elementary and Special Education Courses

On This Page

Early Childhood Education
Early Childhood Special Education
Elementary Education

Early Childhood Education

ECE 110 Introduction to the Profession (2 Credits)

Introduction to the various fields of education thought and practice with some emphasis on the historical influences on our present system of education. Study includes the role and place of education in preschool and elementary (PreK-3) settings. Lectures, discussions, demonstrations, films, field trips, observation and participation in PreK-3 preschool and elementary school classrooms are provided. This class is conducted as a career-decision seminar.

ECE 224 Children's Literature for Ece (3 Credits)

Study of children's literature (prose and poetry) and an appraisal of its value in meeting the basic needs of preschool, kindergarten, and primary school children. Emphasis on reading aloud, storytelling, and choral speaking.

ECE 232 Creative Activities for Children (3 Credits)

This is a lecture and experientially based course that focuses on the development of creative abilities for ages three to six. Emphasis is placed on planning, teaching, and learning experiences in art, music, movement, nutrition, health, dramatic play, social-emotional development, and computer applications.

ECE 362 Mthds/Mtrls Instr Math Young Children (3 Credits)

Methods and techniques of teaching math to elementary school children. Includes preparation and practice with materials in classroom situations. Designed to meet the needs of elementary school teachers in grades K-6.

ECE 370 Analyzing Behavior of Children (3 Credits)

A lecture and experientially based course that focuses on observation methods that apply to young children. Both formal and informal assessment methods and strategies to diagnose and assess young children's learning and development will be used to create developmentally appropriate experiences. Candidates must complete twenty hours of observation and participation.

ECE 375 Children's Drama (3 Credits)

Study of theories and methods of children's drama and creative development with a focus on literacy and educational goals. Survey of literature and production techniques. Practical work in a production of a Children's Drama with an emphasis on the preschool years.

ECE 420 Parent Education (3 Credits)

Focus on strategies for helping childcare personnel and parents work together more effectively. This course will identify how the home, childcare settings/schools, and community interact and provide a forum for discussion of ways in which these settings interact to affect children's lives. Candidates are required to spend 20 hours of observation and participation.

ECE 460 Admin of Child & Family Programs (3 Credits)

Exposure to the administrative aspects of early childhood education. Introduction to a range of administrative demands in different types of early childhood centers as well as maintaining and developing ongoing programs. Twenty observation hours will be required for this class.

ECE 495 Practicum (9 Credits)

Emphasis on designing and implementing developmentally appropriate learning experiences for children ages 2 to 5 in a childcare setting. Study of the role of the childcare director, with an emphasis on administrative tasks.

Early Childhood Special Education

ECS 300 Introd to Elementary Special Education (3 Credits)

Covers the history, philosophy, legislation,, practices, current trends, and future directions, of early childhood special education. Provides, opportunities to develop philosophies of early, intervention.

Prerequisites: Take EED-201. Take EED-274.

Elementary Education

EED 233 Critical Thinking & Assessment Skills (3 Credits)

Study and application of theories, methods, and materials used in acquiring critical thinking skills with emphasis on areas of development and reinforcement including writing, schema, concept mapping, and multiple stimulus reinforcement.

EED 274 Study of Young Children (3 Credits)

Comprehensive introduction to the growth and development of children from conception to nine years with emphasis on the major theories of development with an examination of physical, cognitive, language and social-emotional development.

EED 360 Curr & Instr for Primary Grades (3 Credits)

Preparation for implementing an effective preK-3 curriculum. Prerequisite is adequate content knowledge to teach math, science, reading, social studies, PE, health, and technology. Assists in developing a teaching philosophy, knowledge of human growth and development, practical experience with children, ability to interpret research on teaching and learning, differentiation, classroom management, assessment, effective use of technology, and collaboration.

EED 450 Teaching Literacy in Elementary School (3 Credits)

Designed to teach pre-service teacher candidates how to prepare children for a lifetime of literacy appreciation and how to diagnose, correct, and remediate mild to moderately severe reading difficulties among children in grades K-6.

EED 461 Curr & Instr for Early School (3 Credits)

Study of curriculum, instruction, learning environments, and the professional responsibilities of teachers for linking knowledge of subject fields, pedagogy, classroom management and insights. Focus on grades 4-6 curriculum, goal setting, content, and methodology. Candidates required to spend 20 scheduled hours during the semester in a 4-6 grade classroom, planning, designing, and implementing activities. Videotaping of activities/lessons, demonstrations, and classroom simulations required.

EED 461H Curr & Instr for Early School (3 Credits)

EED 465 Mthds/Matrls Tchng Science/Math/Tech (3 Credits)

Provides the novice teacher with knowledge for math and science teaching and learning in elementary school. Topics include math and science; assessing student learning; planning units, lessons, and activities; effective instructional strategies; and knowledge of math and science content.

EED 465H Mthds/Matrls Tchng Science/Math/Tech (3 Credits)

EED 470 Mthds Tchng Social Studies in Elem Schl (3 Credits)

Provides the novice teacher with knowledge for social studies teaching and learning in elementary school. Topics include the what and why of social studies; assessing learning; planning units, lessons, and activities; effective instructional strategies; and knowledge of social studies content. Focus on technology integration, VA SOLs, VA teaching standards, and standards proposed by professional associations.

EED 490 Diagnostic Reading (3 Credits)

Preparation for elementary school student teachers to diagnose and correct mild to moderately severe reading difficulties. Emphasis on investigating nature and causes of reading difficulties. Formal and informal instruments and procedures used for early detection and correction of reading problems are investigated.

EED 490H Honors Diagnostic Reading (3 Credits)

EED 499 Directed Teaching and Seminar (12 Credits)

Program designed to provide two supervised experiences at two levels, PK-3 and 4-6, during which the prospective teacher of grades PK-6 takes gradual responsibility for a group of pupils for a specified period of time. The teacher is observed by a university supervisor a minimum of three times during each experience. This 16-week practicum experience including a one-week observation is a mandatory requirement of the program.