Help Children Acquire a New Language
Through LBC’s 4+1 (BS/MEd) education program, you will earn two levels of degrees and be Pennsylvania state-certified to teach early childhood students as well as English learners, all in just five years.
Students in the early elementary grades experience so much learning and growth. Imagine teaching a child how to read or opening up a new language for a child. Your role as their teacher has lasting effects that imprints the rest of their lives. By earning an undergrad degree in early childhood education and a master’s degree in teaching ESL students, you will be equipped to reach these learners, knowing how to most effectively meet their needs. Teaching English as a second language is a rewarding career, and the need for ESL teachers in the United States is growing all the time.
Education classes on the LBC campus will provide you with educational theory, content knowledge, and practical skills. Furthermore, intentionally planned field placements in public and private schools will provide you with numerous opportunities to experience a wide variety of classrooms and settings. A capstone action research project will enable you to look at classroom practice through a critical lens. All along the way, you will be supported by knowledgeable, compassionate faculty ready to help and listen. The job market for graduates with skills in Early Childhood and ESL is strong as schools need qualified, caring teachers ready to impact the next generation of students.
Programs leading to teacher certification are approved by Association of Christian Schools International (ACSI) and Pennsylvania Department of Education (PDE).
“Jesus said, ‘Let the little children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these.'” – Matthew 19:4
Becca Foxwell, a first grade teacher and graduate of LBC, was named the 2016 Pennsylvania Teacher of the Year.
Stacey Martin, EdD
Education Department Chair
“Preparing tomorrow’s teachers to be the leaders God has called them to be – I can’t think of anything else I’d rather do!” — Dr. MartinRead Bio
EdD, Capella University, Curriculum & Instruction
MEd, Millersville University, Early Childhood Education
BA, Grove City College, Elementary Education
Bob Dodson, EdD
Professor, Certification Officer, Field Placement Coordinator
“I have found that teaching is more about building relationships than imparting knowledge. Both are important, but knowing my students makes me a better teacher.” — Dr. DodsonRead Bio
EdD, East Tennessee University, Educational Leadership
MA, Western Carolina University, Educational Leadership
BS, Appalachian State University, Political Science
Assistant Professor, Education DeptRead Bio
Robin Bronkema, PhD
Assistant Professor and Director of Graduate Programs
“What if education is not primarily about…information, but about the formation of hearts and desires?” When formation is valued, a Christian teacher has an amazing opportunity to impact not only the minds but also the hearts of students. – James K.A. SmithRead Bio
PhD in Organizational Leadership, Eastern University, St. Davids, PA
EdM in Human Development and Psychology, Harvard University Graduate School of Education, Cambridge, MA
BA in Psychology and Linguistics, Swarthmore College, Swarthmore, PA
Romans 12:12 – Be joyful in hope, patient in affliction, and faithful in prayer.
Julia Hershey, DEd
Associate Provost for Academics
“Parker Palmer says, “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.” This challenges me to continue to develop my inner life and relationship with the Lord, so that my teaching can flow from that place.” —Dr. HersheyRead Bio
DEd, Indiana University of Pennsylvania, Curriculum & Instruction
MEd, Pennsylvania State University, Teaching & Curriculum
BS, Lancaster Bible College, Elementary Education
BS, Lancaster Bible College, Bible
This course offers an introduction to the teaching profession by examining the characteristics of an effective teacher and the professional training required for an individual to be certified. It also reviews the school environment where instruction takes place, the educational philosophies that direct the design of teaching and learning, and the legislation that has impacted education at all levels including teacher preparation. These foundational concepts are analyzed in light of a biblical worldview for education.
This course will survey key writers and works in the history and development of literature for children and young adults. Students will examine the aesthetic features of different genres and identify thematic characteristics relevant to each age group.
This course introduces students to the principles of instructional design. Students will understand the role outcomes and standards play in instructional design and will design ways to assess learning. Effective lesson planning will be discussed and practiced as students explore various instructional methods and materials. Instructional design will be observed and studied in classroom experiences.
This course will provide a general introduction to the diverse student population present in preK-12 classrooms. These students include those who are at risk, those who are culturally diverse, and those with any academic, emotional, mental, physical, or communicative differences. Discussions will include the assessment process, identification for eligibility, IEP development, and general pedagogical implications for each group.
This course is designed to equip the early childhood (PK-4) teacher with the knowledge and skills in order to more effectively instruct young learners in mathematical concepts, computation, and application. The students will be exposed to methods and materials used in preschool and primary grade mathematical instruction.
This course is designed to give the pre-service teacher an overview of formal and informal assessments. It includes rubric development for authentic assessment and the development of the teacher made tests. Specifically, it includes a discussion of both formative and summative assessment, an overview of standardized achievement tests, IQ tests, and the No Child Left Behind mandated state given tests.
This course will examine the collaborative relationships that every teacher must maintain with parents, colleagues and the community. The students will review how these relationships are built, the elements that contribute to the maintenance of them, and the cultural influences for each. Relationships with professionals at every level will be analyzed to determine the influences and effects on classroom instruction.
This course is designed to introduce the student to the basic principles and practices in the teaching of reading in grades PK-4. The meaning and purpose of reading will be the focus as methods and strategies are developed. Foundations for critical, creative, and evaluative reading related to a Christian view will also be explored and incorporated in the student’s development of reading lessons. All students must demonstrate a competency in basic phonic knowledge.
This course includes a review of the skills and knowledge required to teach science to children in grades PK-4 and 4-8. The role of inquiry as the major focus and means of science instruction is examined and numerous sources of science education and brain research as foundations for inquiry are provided. Students review the National Science Education standards and the PA Academic standards as guides for the instructional design. Science education from a biblical worldview is integrated throughout the course.
The course is designed for pre-service teachers to explore a range of models and strategies that facilitate developing a personal approach to classroom management. Through the examination of theoretical concepts and practical applications to classroom management, students are prepared to manage a classroom environment, know the legal aspects of management, understand the potential and the consequences of maintaining appropriate student behavior, provide adaptations for diverse students, and produce their own personal management plan.
Today’s preservice teachers are preparing to teach in a world which is pluralistic and diverse. In order to best prepare preservice teachers for the educational environment of the 21st century, they must have an awareness of the diverse cultures present in the world and the role of education within these cultures. The activities within this course provide these experiences through reading, reflection, and cross-cultural experiences.
Cultural bias and culture identity are among the topics to be explored in this course. Students will review the strategies for developing effective techniques for communication between home and school, eliminating cultural prejudices, stereotyping, and integrating a multicultural perspective in schools.
This course is an overview of the elements of music, art, health, physical education and play. Students will participate in hands-on experiences while learning to incorporate these elements into the PreK-4 classroom. Students will examine the needs of students to design appropriate activities that enhance learning and develop an appreciation for the arts and a healthy lifestyle.