ELE - Elementary Education

This course focuses on the history of ideas, individuals and events that have influenced the curriculum, organization, policies and philosophies of education in the United States. A special topic option allows teacher candidate to pursue topics of interest within the education spectrum (early child education, elementary education and special education). This course requires a field-based assignment that will allow the teacher candidate to explore the relationship between the school and the surrounding community. The field –based assignment requires a minimum of 10 hours. Pre-requisite(s): None. Co-requisite(s): None. 3 quarter hours

Practicum I is an introductory course of directed observation and participation in an elementary education setting designed to provide an overview of teaching and learning. The course integrates field-based experience with on-campus seminars with a focus on culturally relevant pedagogy. Teacher candidates will work with the Adaptive Cycles of Teaching (ACT). The ACT is an experiential-based curriculum designed to help teacher candidates plan, implement, reflect and analyze a core teaching practice. Forty clock hours of field-based experience are completed when enrolled in this course. Pre-requisite(s): Passing test score from ACT, SAT or TAP submitted to Academic Advisor. Co-requisite(s): None. 4 quarter hours

The course provides teacher candidates with the basic knowledge, understanding and use of the content, functions, and achievements of dance, music, theater, and the visual arts as primary media for communication, inquiry, and insight among elementary students. The course focuses on methods used to teach the arts across disciplinary content areas. The appropriate use of technology in arts education is included. The course approaches the arts as a means for facilitating multiple intelligences for all learners. Includes observation hours in an elementary classroom and teaching a lesson using the NCE Adaptive Cycle of Teaching, an experiential based curriculum. Pre-requisite(s): LAA 101, LAA 102 or equivalent. Co-requisite(s): None. 3 quarter hours

The course provides Elementary Education Bachelor of Arts Program candidates basic health and physical education knowledge and concepts. Candidates create opportunities for student development and practice that promote positive health. Candidates explore how human movement and physical activity are central elements to foster active, healthy life styles and enhanced quality of life. The course orients candidates to the interrelationships and connections between positive health practices, physical education and a healthy lifestyle. Includes observation hours in an elementary classroom and teaching a lesson using the Adaptive Cycle of Teaching, an experiential based curriculum. Pre-requisite(s): None. Co-requisite(s): None. 3 quarter hours

This introductory course for the preservice teacher candidates is designed to overview basic theories about curriculum and assessment as it relates to elementary education. Teacher candidates will learn specific curriculum and assessment theories, explore and analyze the newest curriculum standards and reflect on the best practices for curriculum assessment across all disciplines including: language Arts, mathematics, science and social studies. Pre-requisite(s): RLL 220 or equivalent, ELE 300 and EPS 300. Co-requisite(s): None. 3 quarter hours

This advanced course integrates educational theory, practice based theory and understanding with field-based experience and methods courses. It is the first in two consecutive quarters of integrated coursework and field-based experience. This course continues to expand the candidates’ work with the NCE Adaptive Cycles of Teaching, an experiential based curriculum designed to help teacher candidates plan, implement, reflect and analyze a core teaching practice. The concurrent field experience provides an opportunity to bridge theory and practice. Candidates meet weekly in seminar to explore and analyze their varied experiences and broaden their base of professional knowledge prior to student teaching. Pre-requisite(s): Admission to National College of Education. Co-requisite(s): None. 3 quarter hours

This advanced field-based experience integrates knowledge from ELE 410 Practicum II Seminar, RLL 478 Literacy Methods I, and MHE480A Methods of Mathematics. The Practicum II field-based experience is the first in two consecutive quarters of field-based experience and integrated course work that provides an opportunity to bridge theory and practice. The candidate is actively involved two full days per week in a field-based practicum experience. This course will continue to expand the candidates’ work with the NCE Adaptive Cycles of Teaching, an experiential based curriculum designed to help teacher candidates plan, implement, reflect and analyze a core teaching practice. Pre-requisite(s): None. Co-requisite(s): ELE 410, RLL 478 and MHE 480A. 2 quarter hours

An advanced course that integrates educational theory, practice based theory and understanding with field-based experience and methods courses. ELE 420 is the second in two consecutive quarters of integrated methods course work and field experience. This course will continue to expand the candidates’ work with the NCE Adaptive Cycles of Teaching, an experiential based curriculum designed to help teacher candidates plan, implement, reflect and analyze a core teaching practices. The concurrent experience provides an opportunity to bridge theory and practice. Candidates meet weekly in seminar to explore and analyze their varied experiences and broaden their base of professional knowledge prior to student teaching. Pre-requisite(s): Admission to National College of Education. A grade of C or better in ELE 410, ELE 415, MHE 480A and RLL 478. Co-requisite(s): ELE 425, RLL 479, SCE 480A and CIS 480A. 3 quarter hours

An advanced field-based experience integrating knowledge from ELE 420, Practicum III Seminar, RLL 479, Literacy Methods II, CIS 480A, Methods of Teaching Social Studies and SCE 480A, Methods of Teaching Science. The Practicum III is the second of two consecutive quarters of field-based experience and integrated course work that provides an opportunity to bridge theory and practice. The candidate is actively involved two full days per week in a field-based practicum experience. This course will continue to expand the teacher candidates’ work with the NCE Adaptive Cycles of Teaching, an experiential based curriculum designed to help teacher candidates plan, implement, reflect and analyze core teaching practices. Pre-requisite(s): Admission to National College of Education. A grade of C or better in ELE 410, ELE 415, MHE 480A and RLL 478. Co-requisite(s): ELE 420, RLL 479, CIS 480A, and SCE 480A. 2 quarter hours

This is the final course in the professional sequence of the Elementary Education program leading to certification for teaching in elementary and middle level classrooms. The course combines university and field experiences focusing on active involvement in a classroom under the supervision of a cooperating teacher and university supervisor. The course advances the candidate's professional growth through study and application of instruction to support the learning of individuals and groups, completion of a web-based professional portfolio, and additional opportunities to bridge theory and practice. Candidates advance their understanding of school environments that support learning and collegial relationships in the school. Prerequisite(s): Earning a grade of "C" or better in ELE 410, ELE 415, ELE 420 and ELE 425, and all four methods courses. Passing score on State of Illinois Content Area Test for Elementary and Middle Level [110]. 12 quarter hours

This is the final field–based experience course in the professional sequence of the Elementary Education program a teaching license with an elementary education endorsement. This course will continue to expand the teacher candidates’ work with the NCE Adaptive Cycles of Teaching, an experiential based curriculum designed to help teacher candidates plan, implement, reflect, and analyze core teaching practices. In this field-based experience, the teacher candidate will advance their professional the teacher candidate will advance their professional environments which incorporate culturally responsive pedagogy. Pre-requisite(s): A grade of B or better in ELE 410, ELE 415 ELE 420, ELE 425, RLL 478, RLL 479, MHE 480 A, CIS 480 A, and SCE 480 A. Admission to National College of Education. Passing score on the State of Illinois Content Test – 110. Co-requisite(s): ELE 470B. 10 quarter hours

This is the final seminar course in the professional sequence of the Elementary Education program which leads to a teaching license with an elementary education endorsement. This course will continue to expand the teacher candidates work with the NCE Adaptive Cycles of Teaching, an experiential based curriculum designed to help teacher candidates plan, implement, reflect and analyze core teaching practices. Pre-requisite(s): Earning a grade of B or better in ELE 410, ELE 415, ELE 420, ELE 425, RLL 478, RLL 479, MHE 480A, SCE 480A, and CIS 480A. Admission to National College of Education. Passing score on State of Illinois Content Test. Co-requisite(s): ELE 470A. 2 quarter hours

1-6 semester hours

1-6 semester hours

1-6 semester hours

Special topic courses are developed to meet emerging learning needs. The specific topic is indicated on the transcript. There is no limit on the number of 495 courses which can apply to the degree, although each topic may be taken only once. 1 to 6 quarter hours.

The course orients candidates to the education profession through the study and the application of curriculum and instruction as it supports the learning of individuals and groups. Candidates gain an initial understanding of classroom environments that encourage learners and collegial professional relationships in the school. This course introduces elementary education teacher candidates to the roles and responsibilities of teachers in grades 1 - 6. The course combines a university seminar and a minimum of 40 clock hours of field experience focusing on active involvement with a cooperating teacher and his/herclass. The course is taken during the first term of the program and is a prerequisite for ELE510. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This is a course in which elementary education teacher candidates are introduced to basic theories and practices related to curriculum, assessment, and technology. Candidates will learn specific ways to organize curriculum, develop assessment strategies, and incorporate appropriate technology into their planning and instruction across all disciplines within diverse. These contexts include grade level differences as well the disciplines of language arts, mathematics, science, social studies, fine arts and health and physical education as they relate to elementary education classrooms. Pre-requisite(s): ELE 500. Co-requisite(s): None. 3 semester hours

The course continues the professional development of elementary education teacher candidates concerning the roles and responsibilities of teachers in grades 1-6. The course combines a university seminar and a minimum of 50 hours of field experiences focusing on active involvement with a cooperating teacher and his/her class. The course advances candidates' engagement in the profession through study and application of instruction to support the learning of individuals and groups and their understanding of environments that encourage learners and collegial relationships in the school. The course is a prerequisite for ELE590 Student Teaching. Pre-requisite(s): ELE500, ELE505, EPS511, CIL531, FND510, SPE500. Two of the following: CIS480B, MHE480B, RLL538, SCE480B, ELE545, ELE547. Co-requisite(s): None. 3 semester hours

This seminar provides the Alternative Teacher Licensure (ALT) teacher candidates opportunities to : reflect upon their knowledge, skills, and dispositions for teaching and learning; evaluate and integrate theory and practice; and examine implications of practice for themselves, their students, and their community. The course conveys an overview of basic theories about curriculum and assessment as it relates to elementary education. Teacher candidates will learn specific curriculum and assessment theories, explore and analyze the newest curriculum standards, and reflect on the best practice for curriculum development and assessment across all disciplines including: language arts, mathematics, science and social studies. Pre-requisite(s): MHE 480B, RLL 538, EPS 516, FND 501. Co-requisite(s): All coursework for Residency Year 1 of the ELE-ATL program. 1 semester hour

This seminar provides the Alternative Teacher Licensure (ALT) teacher candidates opportunities to: reflect upon their knowledge, skills, and dispositions for teaching and learning; evaluate and integrate theory and practice; and examine implications of practice for themselves, their students, and their community. The course conveys an overview of basic theories about curriculum and assessment as it relates to elementary education. Teacher candidates will learn specific curriculum and assessment theories, explore and analyze the newest curriculum standards, and reflect on the best practice for curriculum development and assessment across all disciplines including: language arts, mathematics science and social studies. Pre-requisite(s): CIS 480B, RLL 538, EPS 513, FND 501, SCE 480B, MHE 480B, RLR 550, SPE 500, TIE 535, CIL 505, CIL 510 and ELE 511. Co-requisite(s): All course work for Residency Year 2 of the ELE ALT program. 1 semester hour

This course is designed to introduce practicing teachers to educational policy debates, with particular focus on the major issues and challenges facing teachers in urban school settings. This course examines data-driven decision making, turnaround and networked models of reform, looking at theories of change implementation challenges, and the realities of current urban turnaround school teachers. The course is designed to encompass a macro view of school policy and reform while considering micro questions, evidence, and supports, with an eye towards how to move current teacher-ideas into action and proof of change using identifiable and reproducible education data metrics. Prerequisite(s): Admission to Urban Teaching Program or Permission of Instructor Co-requisite(s): None 3 semester hours

This course will address pedagogy and recent developments in theory, curriculum, methods, materials, and instructional issues related to teaching and learning of science, mathematics, and social studies in the elementary classroom. It is designed to develop beginning knowledge, skills and dispositions that will enhance the ability to teach and to integrate content areas. Students complete a minimum of 43 hours of preclinical experiences while enrolled in this class. Prerequisites: Admitted M.A.T. students only. 4 semester hours

The course provides Elementary Education Master of Arts in Teaching program candidates the basic knowledge, understanding and use of the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among elementary and middle level students. The course focuses on methods used to teach the arts across disciplinary content areas to individuals and groups. The appropriate use of technology in arts education is included. The course approaches the arts as a means for facilitating multiple intelligences for all learners. Pre-requisite(s): ELE 500, EPS 511, and the general education requirement of 2 sh in the arts. Co-requisite(s): None. 1 semester hour

The course provides elementary education Master of Arts in Teaching program candidates the basic knowledge, understanding and concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. Candidates will also know, understand and use human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life. The course will orient candidates to the interrelationships and connections between health and physical education. Prerequisites: ELE 500, EPS 511. Co-requisite(s): None. 1 semester hour

This is the initial course designed for teachers currently licensed in Illinois who wish to secure a subsequent teaching endorsement on the Professional Educator License in early childhood education; elementary education; secondary education for science, social sciences, English language arts, mathematics, K-12 foreign language; or special education for LBS 1. A portfolio documenting knowledge and experiences encompassing the content area standards for the endorsement area will be created. This course is required for all candidates seeking subsequent endorsement through the focused program. Pre-requisite(s): Valid Professional Educator License, evidence of passing the Basic Skills Test or Test of Academic Proficiency; additional semester hours of appropriate coursework in the content areas for secondary education candidates as required for endorsement. Co-requisite(s): None. 4 semester hours

This course is designed for Master of Arts in Teaching candidates to document their knowledge and skills needed to complete the degree after the university’s six-year time limitation has expired. This course is for candidates who were enrolled in MAT degree programs in Early Childhood Education, Elementary Education, Secondary Education [science, social science, English/language arts, mathematics, K-12 foreign language], and in Special Education – LBS 1. Candidates will develop an online portfolio demonstrate their currency regarding knowledge and performance indicators for the content areas standards of educators in the degree program being pursued. Pre-requisite(s): Professional Educator License. Co-requisite(s): None. 1 semester hour

This course is designed for teachers currently certified in Illinois who wish to secure a subsequent Illinois certificate in elementary education. The candidate will be required to complete between 75 and 150 hours in a classroom setting that is represented in the subsequent certificate. The candidate will also meet for seminar with a faculty member in the subsequent certificate area. Enrollment in this class requires advance application and approval. Prerequisite(s): ELE 569. Completion of all content coursework as described on the transcript assessment. Completion of individual program of study as determined by initial portfolio review. Application for placement with preclinical review of portfolio. Passing score on Illinois Test of Basic Skills on file at NCE. Passing score on Illinois Subject Area Test for the subsequent certificate on file at NCE. Current TB test. Current Criminal Background Check. 3-6 semester hours

This course introduces resident teacher candidates to the roles and responsibilities of classroom teaching before they enter their school site in a Teacher Residency program. The course orients resident teacher candidates to the education profession through the exploration of teaching identity and the study and the application of curriculum and instruction. Candidates gain an initial understanding of how the students, families and community impact the learning environments and explore culturally relevant teaching and pedagogy. Pre-requisite(s): None. Co-requisite(s): None. 1 semester hour

1-4 semester hours

1-4 semester hours

Resident Teacher Practicum is a course of directed observation and participation in a residency setting aimed at providing a variety of in-depth experiences prior to student teaching. The course integrates field-based experiences with on-site seminars for preservice teacher candidates who are working full-time as teacher assistants in a classroom. The course advances candidates' engagement in the profession through study and application of instruction to support the learning of individuals and groups and their understanding of environments that encourage learners and collegial relationships in the school. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course concludes the pre-service professional development of elementary education teacher candidates concerning the roles and responsibilities of teachers in grades 1-6. It combines university seminars and field experiences over one academic term. The focus of student teaching is to provide active engagement with a cooperating teacher and his/her students. The course increases the candidate's involvement in the profession through study and application to support the education of individuals and groups of learners. Candidates advance their understanding of environments that encourage a community of learners and collegial relationships in the school. Prerequisite(s): ELE500, ELE 510, EPS 511, FND 510, SPE 500, CIS 480B, RLR 500, RLL 480B, MHE 480B, SCE 480B, ELE 545, ELE 547. Co-requisite(s): None. 6 semester hours

This seminar provides the Alternative Certification interns in the CPS/NLU partnership an opportunity to reflect upon their knowledge, skills, and dispositions for teaching and learning; evaluate and integrate theory and practice; and examine implications of practice for themselves, their students, and their community. Each intern is mentored by an experienced university supervisor. The internship begins only during the Fall Quarter and seminar meets once a month. Seminar is taken for 3SH per quarter for three consecutive quarters. A grade of X is posted the first two quarters; a single grade is submitted at the end of the third quarter. Prerequisite(s): Admission to the CPS/NLU partnership; Concurrent enrollment in NLU coursework; Position as the full-time teacher of record in an elementary [K-8] classroom in Chicago Public Schools. 3 semester hours

1-4 semester hours

1-4 semester hours

This course concludes the pre-service professional development of resident teacher candidates concerning the roles and responsibilities of teachers. It combines university seminars and field experiences. The focus of student teaching is to provide active engagement with a cooperating teacher and his/her students. The course increases the candidates' involvement in the profession through study and application to support the education of individuals and groups of learners. Candidates advance their understanding of environments that encourage a community of learners and collegial relationships in the school. This course meets for two consecutive terms. Pre-requisite(s): All candidates: EPS 511, FND 510, SPE 500 ELE candidates: ELE 505, RLL 538, MHE 480B, ELE 587. Co-requisite(s): None. 3 semester hours