Work with children every day.

Prepare for a career that brings deep satisfaction.

Teaching provides an opportunity to make a significant impact in children’s lives. The early years set the stage for learning, and much of what children experience shapes them in lasting ways. In early childhood classrooms, teachers use a variety of activities and play—games, music, art, films, computers, and more—to teach basic skills in language, social skills, science, and math.

Discover Your
New Career
Discover Your Future Early Childhood Education Career

FAQ'S

  • What are my chances of getting an Early Childhood ZS (General & Special Education) - Initial job when I graduate?

    The job placement rate for students who completed this program in 2012-2013 is *%.

    * This institution is not currently required to calculate a job placement rate for program completers.

  • How long will it take me to complete this Early Childhood ZS (General & Special Education) - Initial Endorsement program?

    The program is designed to take 45 months to complete. Of those that completed the program in 2012-2013, *% finished in 45 months.

    *Less than 10 students completed this program in 2012-13. The number who finished within the normal time has been withheld to preserve the confidentiality of the students.

  • What financing options are available to help me pay for this Early Childhood ZS (General & Special Education) - Initial Endorsement program?

    Financing for this program may be available through grants, scholarships, loans (federal and private) and institutional financing plans. The median amount of debt for program graduates is shown below:

    Federal loans: *
    Private education loans: *
    Institutional financing plan: *

    * Less than 10 graduates received loans. Median amounts are withheld to preserve the confidentiality of the loan recipients.

Program Availability

Program availability varies by campus. Please contact the Admissions Department on your campus to learn more.

General Requirements

A general education core is required for all Associate and Bachelor degrees. All graduates must meet the general education requirements established by each academic program.

College Success Strategies (COL111A) or College Success Online (COL112) is required for all first-time freshmen and all online students enrolled in a certificate or degree program. This course will inform students of campus services, policies and procedures, and address learning styles and study strategies.

Many of the courses and programs at Baker College are offered in an online delivery format. See Online Programs. Contact your campus Academic / Administrative Office for details about online courses.

Getting Started

There's a lot you can learn about Baker College here on the Web, but talking with an admissions advisor will help you get a better understanding of everything we offer. Contact us to request more information, schedule a visit to the campus nearest you, or get started by applying online.

Request Information
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Mark Roessing, Baker College Graduate
Watch this testimonial Watch Testimonial

Admissions at Baker wanted to make sure I was getting the most for my money.

Mark Roessing
Early Childhood ZS (General & Special Education) - Initial Certification Postbaccalaureate Certificate from Baker College

Initial Certification - Early Childhood ZS (General & Special Education)Postbaccalaureate Certificate

Work with children every day.

Prepare for a career that brings deep satisfaction.

Teaching provides an opportunity to make a significant impact in children’s lives. The early years set the stage for learning, and much of what children experience shapes them in lasting ways. In early childhood classrooms, teachers use a variety of activities and play—games, music, art, films, computers, and more—to teach basic skills in language, social skills, science, and math.

Discover Your Future Early Childhood Education Career

Career Facts

$27,130

Median salary for Preschool Teachers

17%

Estimated employment increase by 2022

$53,090

Median salary for Kindergarten and Elementary School Teachers

View citations
Overview

Baker’s Early Childhood ZS - Initial Endorsement postbaccalaureate certificate program allows you to leverage your existing bachelor degree and become a certified teacher. Our program blends higher-level theory and practical skills in child development with a concentration on early childhood education. Our class sizes are small, and taught by experienced elementary school teachers, combining classroom studies with fieldwork in a variety of child-care settings and directed teaching experience. 

When you complete the early childhood major and elementary studies minor, you have the knowledge and skills necessary to receive a Michigan Provisional Elementary Teaching Certificate. 

Upon graduating and passing the required state tests, you will be eligible to apply for certification, which allows you to teach:

  • All subjects in kindergarten through grade 5.
  • All subjects in kindergarten through grade 8 self-contained classrooms.
  • Pre-school special education classrooms.

The conditional requirements for this program include a bachelor degree.

Course Information

Program Conditional Requirements:
Bachelor degree

Early Childhood ZS Major53 Hours
Course NumberCourse TitleCredit Hours
ECE 111B
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4 Quarter Hours

Focuses on typical and atypical developmental milestones of physical, cognitive, language, and social/emotional development of children from birth to age 12 with a focus on the preschool years. Theories of child development and contributions of theorists are reviewed in the context of application to developmental milestones. The effects that multiple, interrelated environmental factors have on the growth and development of the child will be explored. Must complete with a C (73%) or better.

Prerequisite(s):
ENG 098B or satisfies developmental reading or placement exam, DHS clearance, student background check.
Early Childhood Development4
ECE 141A
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4 Quarter Hours

Focuses on understanding creativity and the development of skills to assist and encourage young children to express their creative natures. Through a hands-on approach, students will compare creative materials and processes using multiple teaching strategies and disciplines. A focus on child-centered and teacher-guided experiences with attention to accommodations for children identified with special needs will be included through both process and product instructional methods. Must complete with a C (73%) or better.

Prerequisite(s):
DHS clearance, student background check.
Creative Activities4
ECE 165
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4 Quarter Hours

Focuses on developmentally appropriate, ethical assessment of preschool children. Students will participate in hands-on child evaluation and practice developing assessment documents for parents and institutions for the purposes of determining current levels of functioning and directing curriculum development. Students will demonstrate basic knowledge of the referral process for IEPs and IFSPs, and the roles of the teachers, parents and helping professional in these processes. Course assignments demonstrating subject matter and content application are required. Must complete with a C (73%) or better.

Prerequisite(s):
ECE 111B
DHS clearance, student background check. MTH 091 or satisfies developmental math or placement exam.
Observation and Assessment Techniques for Early Childhood Education Programs4
ECE 171A
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4 Quarter Hours

Focuses on milestones of language development in children from birth to age 12. An exploration of language arts theory and techniques to assist children in developing foundational skills through curriculum planning that will allow them to be proficient in listening, speaking, reading, and writing is reviewed. Techniques include creative drama, puppetry, whole language exploration and phonemic awareness.  Students will also review structural and transformational linguistics theories. Specific attention is paid to English Language Learners as they acquire language in the classroom. Must complete with a C (73%) or better. 

Prerequisite(s):
ECE 111B or EDU 200A, DHS clearance, student background check.
Language Development and Language Arts4
ECE 201C
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4 Quarter Hours

Focuses on developmental milestones for children birth through 35 months in cognitive, language, physical, and social/emotional domains, including typical and atypical development. Provides an intense look at methods of designing and implementing appropriate programs, including curriculum and assessment, physical space adaptations, and parent/school/community partnerships. Review of applicable early intervention procedures, including IEPs and IFSPs is explored. Must complete with a C (73%) or better.

Prerequisite(s):
DHS clearance, student background check.
Corequisite(s):
ECE 201CL
Infant and Toddler Development and Curriculum4
ECE 201CL
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1 Quarter Hours

Focuses on developmentally appropriate interactions between adults and children birth through 35 months in and infant/toddler ECSE, or licensed infant or toddler program. Field work components will include a focus on relationship building, environmental structure and professionalism in infant/toddler environments. Students must complete 20 hours of supervised field work. Must complete with a C (73%) or better.

Prerequisite(s):
DHS Clearance, student background check.
Corequisite(s):
ECE 201C
Infant and Toddler Development and Curriculum Lab1
ECE 211A
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4 Quarter Hours

Focuses on multiple influences of bias as well as the possible effects of personal attitudes and dispositions on children's development and learning. Students will analyze classroom environments for practices of equality, respect, and tolerance. Curriculum will be developed that will promote anti-bias ideals, create a strong classroom community, and empower families through positive reciprocal relationships. Must complete with a C (73%) or better.

Prerequisite(s):
ECE 111B
DHS clearance, student background check.
Developing Anti-Bias Curriculum4
ECE 221B
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4 Quarter Hours

Focuses on the integration of developmentally appropriate math, science, and technology content into the early childhood classroom curriculum. The process of using inquiry tools and problem-solving strategies and focused learning centers with content embedded in all other classroom areas is explored. Emphasis is placed on development of activities and procedures that put the child in the position of problem solving through hands-on, exploratory processes in groups or individually. Must complete with a C (73%) or better.

Prerequisite(s):
ECE 111B
DHS clearance, student background check.
Math, Science, and Technology for Early Childhood4
ECE 231
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4 Quarter Hours

Focuses on typical and atypical social and emotional development of children birth to age 12. After reviewing assessment strategies, students will review the process for additional consultation and/or referral for children displaying atypical development, including referrals to Child Protective Services for suspected abuse or neglect. Students will apply child development theories and research through development of curriculum that enhances each child's social skills as an individual and through community group building activities. Includes 20 hours of fieldwork. Must complete with a C (73%) or better.

Prerequisite(s):
ECE 111B
DHS clearance, student background check.
Guidance and Discipline4
ECE 251
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4 Quarter Hours

Focuses on developmentally appropriate design of curricula that promotes the growth and development of the preschool child (ages 3 and 4) with curricular connections to early elementary. Differentiation for special needs is reviewed. Curricular domains covered are aesthetic, affective, cognitive, language, physical, and social/emotional. Course assignments demonstrating subject matter and content application are required. Must complete with a C (73%) or better.

Prerequisite(s):
ECE 165
DHS clearance, student background check.
Developing Curriculum for Early Childhood4
ECE 281
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4 Quarter Hours

Focuses on information and strategies that can be used by teachers to encourage parents to work in partnership with schools. Promoting holistic child development with the parent in the role of the teacher in the home and community with the teacher as support to the parent is explored. The teacher's role as a child advocate through mandated reporting for child abuse or neglect and family advocate through the IEP/IFSP process is reviewed. Course assignments demonstrating subject matter and content application are required. Must complete with a C (73%) or better.

Prerequisite(s):
ECE 111B
DHS clearance, student background check.
Parents and Teachers: Partners in Education4
ECE 461
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4 Quarter Hours

Focuses on knowledge of characteristics and classifications of common delays, impairments, and disabilities. Tools of assessment and methods of referral for young children demonstrating atypical development with an emphasis on the goals and benefits of developmentally appropriate assessment is explored. IFSP, IEP, early intervention, and legal issues surrounding these topics will be featured. Must complete with a C (73%) or better.

Prerequisite(s):
ECE 165
DHS clearance, student background check.
Early Assessment and Referral4
ECE 491
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4 Quarter Hours

Focuses on multiple influences on child growth and development through cross content curricular applications with a focus on health, safety, and nutrition. Students will recognize themselves within the framework of the professional community of early childhood educators. Licensing and regulation issues will be highlighted. This is the capstone course for students seeking the ZS teaching endorsement. Course assignments demonstrating subject matter and pedagogical knowledge are required. Must complete with a C (73%) or better.

Prerequisite(s):
Program Director/Dean approval, DHS clearance, student background check.
Senior Seminar: Early Childhood Education4
EDU 371
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4 Quarter Hours

Focuses on planning and implementing a developmentally appropriate, child-centered classroom environment across curricular and developmental domains. Students will demonstrate competence in child assessment, group guidance, advocacy, peer collaboration, and parent communication. Includes 90 hours of supervised participation in an ECSE pre-school program. Course assignments demonstrating subject matter and content application are required. Must complete with a C (73%) or better.

Prerequisite(s):
ECE 251
Program Director/Dean approval, DHS clearance, student background check.
Corequisite(s):
ECE 165
Early Childhood Education ZS Practicum4
Comprehensive Major75 Hours
Course NumberCourse TitleCredit Hours
ENG 211A
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5 Quarter Hours

Examines the structures of English by applying various theories of grammar including traditional, transformational, and structural grammars. This course also examines aspects of language such as syntax, morphology, phonology, etc. Analyzes language use in various social contexts and with various audiences with an emphasis on Standard American English.

Prerequisite(s):
ENG 102
Structures of English5
ENG 321
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4 Quarter Hours

Applies linguistic theory to language arts education. Includes an overview of structural and transformational linguistics and its impact on oral and written communication and explores the theory and techniques of listening, speaking, and writing effectively in the English language.

Prerequisite(s):
EDU 200A
ENG 101. ITP 111 or SPN 101.
Language Arts and Linguistic Foundations4
GEO 101B
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4 Quarter Hours

Examines world regional geography, with special attention given to Europe, Russia, and the Americas. The concepts of regionalism, culture, and national environment are studied, along with historical, political, and economic forces that shape people's lives.

World Geography I4
GEO 102B
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4 Quarter Hours

Examines world regional geography, with special attention given to Africa, the Middle East, and Asia. The concepts of regionalism, culture, and natural environment are studied, along with the historical, political, and economic forces that shape people's lives.

World Geography II4
HIS 231
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4 Quarter Hours

Investigates major events and developments in Michigan history from First Nation Peoples to the present. Analyzes the contributions of prominent Michiganians. Includes discussion of some historiographical interpretations of Michigan history.

Michigan History4
HIS 311
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4 Quarter Hours

Integrates the disciplines of geography, history, political science, and economics into an overview of the structure of the respective disciplines. Provides solid content background and resources for the elementary school teacher.

Prerequisite(s):
GEO 101B, GEO 102B, HIS 201, POL 201A.
Social Studies Foundations4
HSC 341
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4 Quarter Hours

Focuses on the importance of health and physical education for children in grades K-8. Students will learn how to incorporate health and physical education into their curriculum using research-based teaching strategies.

Prerequisite(s):
EDU 200A
Health, Physical Education, and Nutrition for Elementary Teachers4
HUM 351A
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4 Quarter Hours

Introduces elementary teacher preparation candidates to concepts of integrating the visual and performing arts into the elementary curriculum. Studies elements of art with orientation to a variety of media and techniques. Emphasizes preparation of innovative, motivating art lessons appropriate to elementary grades. Provides students with a basic knowledge of the melodic, rhythmic, and harmonic elements of music and the opportunity to read and play music using classroom instruments. Incorporates drama and dance into lesson design.

Visual and Performing Arts for Elementary Educators4
LIT 321A
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4 Quarter Hours

Studies classical and contemporary writing for children. Examines a selection of materials with reference to the interests, needs, and abilities of children.

Prerequisite(s):
ENG 102
Children's Literature4
MTH 211A
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4 Quarter Hours

Introduces the principles of key mathematical concepts in a problem-solving environment. Focuses on number sense and numeration, whole number operations, fractions and decimals, computational algorithms, patterns, relations, functions, and informal algebra. Includes a variety of materials, activities, and strategies for teaching elementary school mathematics.

Prerequisite(s):
MTH 111
Number Concepts for Educators4
MTH 212A
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4 Quarter Hours

Introduces the principles of key mathematical concepts in a problem-solving environment. Focuses on mathematical logic, properties of two- and three-dimensional figures, similarity and congruence, motion geometry, common and metric measurement, statistical methods to describe, analyze, and use data, and probability applied in everyday life. Includes a variety of materials, activities, and strategies for teaching elementary school mathematics.

Prerequisite(s):
MTH 211A
Geometric and Statistical Concepts for Educators4
MTH 371
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4 Quarter Hours

Introduces students to statistical methods common to educators. Students will learn how to collect, analyze, present, summarize and interpret data using graphical and numerical methods; calculate probability and apply probability distributions; and apply linear regression analysis. (Online only)

Prerequisite(s):
MTH 112
Probability and Statistics for Educators4
MTH 421A
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4 Quarter Hours

Uses electronic technologies to help elementary school students understand mathematics. Calculators, graphers, and computers are used in a laboratory setting to investigate patterns; test conjectures; explore and analyze data; connect numerical, symbolic, and graphical representations; visualize geometric concepts; and investigate and solve real-world problems.

Prerequisite(s):
MTH 211A
Math Technology for Educators4
POL 201A
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4 Quarter Hours

Studies the functions of government at the national, state, and local levels. Particular emphasis is placed on the effects of government policies on individuals and businesses. The areas of study include the Constitution, federalism, interest groups, courts, the bureaucracy, the economy, congress, the Presidency, and political parties.

American Political Systems4
SCI 351
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5 Quarter Hours

Introduces the basic concepts of inorganic chemistry: atoms, molecules, the periodic table, chemical reactions, and chemical equations. This course also introduces the principles of life science: plant and animal cells, ecosystems, human body systems, genetics, evolutionary change, and natural selection. 40 hours of lecture and 20 hours of lab are required.

Prerequisite(s):
MTH 108 or MTH 111.
Science Foundations I: Chemistry and Life Science5
SCI 352
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5 Quarter Hours

Studies the solar system, the earth's structure, and the laws and forces which govern our planet and the universe as a whole. 40 hours of lecture and 20 hours of lab are required.

Prerequisite(s):
MTH 108 or MTH 111.
Science Foundations II: Astronomy, Earth Science, and Physics5
SCI 451
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4 Quarter Hours

Explores the relationship between man and the environment. Students examine the balance between natural resources including wildlife, their habitats, and the needs of man in the twenty-first century.

Environmental Science4
SPK 205
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4 Quarter Hours

Uses expressive reading to elicit listener response to the text using vocal and physical expression. The literature emphasized is prose, poetry, and drama, which is analyzed for meaning, mood, and rhythm.

Prerequisite(s):
SPK 201.
Oral Interpretation of Literature4
Professional Education Requirements61 Hours
Course NumberCourse TitleCredit Hours
EDU 200A
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4 Quarter Hours

Introduces candidates to the realities of the teaching profession, the structure and operation of schools, current educational issues and trends, and the foundations of education. Includes 20 hours of observation and participation in P-12 classroom settings. A grade of C or better must be attained to complete the Teacher Preparation Program.

Prerequisite(s):
ENG 102, MTH 111
PSY 111, Program Director/Dean approval, student background check.
Introduction to Professional Education Experiences4
EDU 312A
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4 Quarter Hours

Focuses on the learning process including the role of the teacher in learning; efficiency of learning as it is affected by the developmental processes; psychological principles that are central to the learning process and their relationship to the teaching situation; variables in learning; and evaluation of the outcomes of learning. Emphasizes application of learning theory and multicultural concepts in a field-based context. Includes 20 hours of observation and participation in P-12 classroom settings. A grade of C or better must be attained to complete the Teacher Preparation Program.

Prerequisite(s):
EDU 200A and student background check.
Educational Psychology4
EDU 321A
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4 Quarter Hours

Focuses on theory and process in developmentally appropriate reading and writing instruction, including language and literacy acquisition, comprehension, word recognition, methods of instruction and assessment, program development, and planning for individual instructional needs. A grade of C or better must be attained to complete the Teacher Preparation Program.

Prerequisite(s):
EDU 312A and student background check.
Theory and Principles of Reading Instruction4
EDU 330
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4 Quarter Hours

Studies the physical, psychological, social, and educational factors related to exceptional individuals, including intellectually gifted, English language learners, and the handicapped. Emphasizes collaborative historical, legal, legislative, and futuristic aspects of educating the exceptional learner. Includes 20 hours of observation and participation in P-12 classroom settings. A grade of C or better must be attained to complete the Teacher Preparation Program.

Prerequisite(s):
EDU 312A and student background check.
The Exceptional Learner4
EDU 346A
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4 Quarter Hours

Introduces selection, evaluation, and use of appropriate media, including microcomputers and Web-based learning, as an integral part of the curriculum to achieve stated learning objectives. Provides hands-on experience in preparing and using leading edge technology, materials and equipment for effective classroom learning. A grade of C or better must be attained to complete the Teacher Preparation Program.

Prerequisite(s):
EDU 200A
INF 141A and student background check.
Integrating Technology into 21st Century Learning4
EDU 351
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4 Quarter Hours

Prepares candidates to design curriculum and assessments aligned to state and national standards. Instructional design principles as well as formative and summative assessment practices will be covered. Practice using assessment data to drive curricular and instructional decisions. Emphasis on teaching and learning for all students.

Prerequisite(s):
EDU 421A or EDU 425, student background check. EDU 346A.
Instructional Design and Assessment4
EDU 421A
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5 Quarter Hours

Studies the principles, techniques, and processes of literacy instruction needed to help candidates become independent, strategic learners in the content areas taught in the elementary school. Applies learning principles and practices to real-world teaching situations. Includes 20 hours of observation and participation in K-8 classroom settings. A grade of C or better must be attained to complete the Teacher Preparation Program.

Prerequisite(s):
EDU 321A and student background check, acceptance in the program.
Reading in the Content Areas5
EDU 441A
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4 Quarter Hours

Focuses on developing a positive learning environment in P-12 classrooms. Students will establish positive relationships while creating an engaging learning environment. The course includes developing self-awareness, creating positive and flexible physical settings, establishing classroom norms, and developing procedures that facilitate efficient instruction and assessment for diverse learners. This course requires 10 hours of observation and participation. A grade of C or better must be attained to complete the Teacher Preparation Program.

Prerequisite(s):
EDU 312A and student background check, acceptance in the program.
Classroom Management4
EDU 445A
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2 Quarter Hours

Studies education and schooling in American culture and society. Employs hypotheses and concepts drawn from a series of disciplines as a means of identifying and examining central characteristics of the American educational system. Focuses on the interpretation and appraisal of current educational practices and trends. A grade of C or better must be attained to complete the Teacher Preparation Program.

Prerequisite(s):
Program Director/Dean approval, acceptance in the program, student background check.
Educational Foundations2
EDU 451A
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4 Quarter Hours

Introduces the theory of instruction, methods, and materials in the elementary school focused on language arts, social studies, and the visual and performing arts. Includes observations of classroom procedures, participation in simulation, and micro-teaching in elementary classrooms. Emphasizes the application of effective instructional theory and practice, sound decision making, and multicultural education in a field-based context. Includes 30 hours of participation in P-8 classroom settings. A grade of C or better must be attained to complete the Teacher Preparation Program.

Prerequisite(s):
EDU 351
Program Director/Dean approval, acceptance in the program, student background check
Theory and Techniques: Elementary Language Arts and Social Studies4
EDU 452
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4 Quarter Hours

Introduces the theory of instruction, methods, and materials for teaching elementary mathematics, science, health, physical education and nutrition. Includes observations of classroom procedures, participation in simulation, and micro-teaching in elementary classrooms. Emphasizes the application of effective instructional theory and practice, sound decision making, and multicultural education in a field-based context. Includes 30 hours of participation in P-8 classroom settings. A grade of C or better must be attained to complete the Teacher Preparation Program.

Prerequisite(s):
EDU 351
Program Director/Dean approval, acceptance in the program, student background check
Theory and Techniques: Elementary Mathematics and Science4
EDU 481A
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12 Quarter Hours

Requires candidates to observe and teach in K-12 classroom settings for approximately 13 weeks during regular school hours, following the school district calendar and the supervising teacher's contractual agreement. Attendance at professional development conferences and seminars may be required.

Prerequisite(s):
Program Director/Dean approval, student background check.
Directed Teaching I12
EDU 482A
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6 Quarter Hours

Requires candidates to observe and teach in P-12 classroom settings for approximately 7 weeks during regular school hours, following the school district calendar and supervising teacher's contractual agreement. Attendance at professional development conferences and seminars may be required.

Prerequisite(s):
EDU 481A
Program Director/Dean approval, student background check.
Directed Teaching II6
General Education Requirements12 Hours
Course NumberCourse TitleCredit Hours
HIS 201
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4 Quarter Hours

Investigates major events and developments in American history from early beginnings to 1865. This course considers how the nation evolved and studies how the past has created a distinctive American character that continues to have an impact on the nation and the world. Includes discussion of some historiographical interpretations of the period.

United States History to 18654
INF 141A
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2 Quarter Hours

Provides students with hands-on experience in the use of Microsoft PowerPoint to develop computer-based presentations. Topics include creating slides, handouts, speaker's notes, and outlines as well as the use of PowerPoint Wizards and Templates.

Microsoft PowerPoint2
INF 161
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2 Quarter Hours

Explores timely social, legal, philosophical, ethical, political, constitutional, and economic implications of computing and technology. Coverage of the issues related to a technological society including social networking, privacy topics such as cameras in cell phones, access to our search queries and all sorts of data we put on the Web, social networking, location tracking, high-tech surveillance systems, intellectual property, professional ethics and responsibilities, and crime.

Technology and Society2
Select 1 Course from the Following
Course NumberCourse TitleCredit Hours
ITP 111
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4 Quarter Hours

Provides basic knowledge of American Sign Language (ASL) vocabulary, grammar, and syntax. Begins the exploration of Deaf culture and the language of that culture. Emphasis is on comprehension and production skills. Must complete with a C (73%) or higher.

American Sign Language I4
SPN 101
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4 Quarter Hours

Introduces students to the basics of Spanish grammar, syntax, and communication. This course focuses on written and oral comprehension, spoken communication, and cultural understanding. Students are encouraged to communicate through a variety of practices with frequently used structures in everyday situations. Grammatical structures addressed include conjugation of regular and irregular verbs; basics of correct pronunciation, agreement and placement of adjectives, nouns, and articles; and the formation of questions. Primary vocabulary areas covered include numbers, colors, classes, greetings, weather, and dates.

Prerequisite(s):
ENG 091 or satisfies developmental writing or placement exam.
Spanish I4

Quarter Hours Required for Graduation: 201

Program Description

This program provides postbaccalaureate students with the knowledge and skills necessary to receive a Michigan provisional elementary teaching certificate, which allows the holder to teach all subjects in general and special education pre-school classrooms, all subjects in kindergarten through grade 5, and in kindergarten through grade 8 self-contained classrooms. Upon graduating and passing the required state tests students will be eligible to apply for certification.

Accreditation

Accredited by The Higher Learning Commission / 230 South LaSalle St., Suite 7-500, Chicago, IL 60604-1411 / 800-621-7440 / www.ncahlc.org

Baker College is an Academic Quality Improvement Program (AQIP) participant.

Gainful Employment Disclosure

Click here to view more informationabout this certificate program, including graduation rates, the median debt of students who completed the programs, and other important information.

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FAQ's

  • What are my chances of getting an Early Childhood ZS (General & Special Education) - Initial job when I graduate?

    The job placement rate for students who completed this program in 2012-2013 is *%.

    * This institution is not currently required to calculate a job placement rate for program completers.

  • How long will it take me to complete this Early Childhood ZS (General & Special Education) - Initial Endorsement program?

    The program is designed to take 45 months to complete. Of those that completed the program in 2012-2013, *% finished in 45 months.

    *Less than 10 students completed this program in 2012-13. The number who finished within the normal time has been withheld to preserve the confidentiality of the students.

  • What financing options are available to help me pay for this Early Childhood ZS (General & Special Education) - Initial Endorsement program?

    Financing for this program may be available through grants, scholarships, loans (federal and private) and institutional financing plans. The median amount of debt for program graduates is shown below:

    Federal loans: *
    Private education loans: *
    Institutional financing plan: *

    * Less than 10 graduates received loans. Median amounts are withheld to preserve the confidentiality of the loan recipients.

Mark Roessing, Baker College Graduate
Watch this testimonial Watch Testimonial

Admissions at Baker wanted to make sure I was getting the most for my money.

Mark Roessing