Skip To Content

Elementary Education and Early Childhood Education - Level Change Program Information



Curriculum Accreditation   

This program provides teachers with the knowledge and skills needed to add both Elementary Education and Early Childhood Education endorsements to their existing Michigan secondary teaching certificate, allowing the holder to teach all subjects in general and special education pre-school, all subjects in kindergarten through grade 5, and in kindergarten through grade 8 self-contained classrooms. Students complete both the Elementary Studies and Early Childhood ZS minors and a portion of the professional education core that is specific to working with elementary students. Upon completing the program and passing the required state tests, students will be eligible to apply for the endorsements.

Program Requirements: Bachelor Degree


This program is offered on the following campuses: Clinton Township (CT), Muskegon (MU), Owosso (OW)
OneStop    (833) MY1-STOP    [email protected]
Program Directors:
Allen Park, Auburn Hills:   Nancy Weightman ([email protected])
Cadillac, Muskegon: Angela Leuchtmann ([email protected])
Clinton Township:   Jen Liu-Toth ([email protected])
Flint, Jackson, Owosso: Cindy Civille ([email protected])

Elementary Education and Early Childhood Education - Level Change (PBC) Program

Select an item below for more information.

Program Waiver / Handbook

Program Mission & Outcomes

Baker College Teacher Preparation Mission and Program Outcomes

The mission of the Baker College Teacher Preparation Program is to support emerging teachers in developing their professional identities as they integrate knowledge, practice, and reflection.

The program outcomes below are based on the program’s conceptual framework and the Interstate New Teacher Assessment and Support Consortium (InTASC) Standards.

The candidate will:

  1. Understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. (Knowledge)
  2. Use understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (Practice)
  3. Work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (Practice)
  4. Understand the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content (Knowledge)
  5. Understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. (Knowledge)
  6. Understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher and learner’s decision-making. (Knowledge, Practice)
  7. Plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (Practice)
  8. Understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways (Knowledge, Practice)
  9. Engage in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapt practice to meet the needs of each learner. (Reflection)
  10. Seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (Reflection)
  11. Model and apply technology standards to design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice. (Practice)


Course Student Learning Outcomes

Academic Plan

Background Check Requirements

No Background Check required.


Additional Program Information

See the Teacher Preparation Program Program Guide (2018-2019) for additional program information.


Library Resources

Visit the Baker College Research Guide page for library research resources for this program.

For additional Library and Learning Support Services, visit our Academic Resource Center.


Clinical / Work Experience Information

Additional endorsement and level change candidates should meet with their campus program director to review fieldwork requirements.

Do you need Health Insurance coverage?  If yes, please visit the marketplace site.


Career Readiness

See the Teacher Preparation Program Program Guide (2018-2019) for additional career readiness information.

Visit the Career Readiness page for more information and resources on preparing for your future career.

For job search assistance, visit the Handshake Information page.