500

This course includes issues affecting teaching at the secondary level: Adolescent development, multicultural perspectives, curriculum development, community building, and constructing disciplinary knowledge. It critically examines the social, cultural, political, and economic forces, and the philosophies of education that have influenced educational policy, laws, school structure, and pedagogical and methodological practices throughout U.S. history. It requires completion of 25 hours of field experience involving multicultural settings and working with students with special needs. Candidates will learn best practices for effective teaching and create lesson plans and a unit plan based on researched design models. Candidates will learn about the requirements for successful completion of new state licensure requirements. Pre-requisite(s): None. Co-requisite(s): SPE 500. 5 semester hours

This course, intended for candidates preparing to be licensed secondary biological sciences teachers, addresses the content and discipline of biological sciences as it pertains to general goals of secondary education. Participants will deepen pedagogical content knowledge, develop teaching materials, including lesson and unit plans, that solve instructional issues and employ science-specific teaching methods. The course includes 40 hours of field experience and related assignments that offer candidates practice involve multicultural settings and working with for successful completion of new state licensure requirements. Pre-requisite(s): A grade of B or better in SEC 502, and SPE 500. Co-requisite(s): None. 4 - 5 semester hours

This course addresses methods of teaching English at the middle/high school level through an in-depth focus on curriculum, methods, materials. Candidates will write lesson and unit plans using backward design and universal design for learning. Candidates will create documents on planning for instruction and assessment, instructing and engaging students in learning, and assessing student learning. The course includes 40 hours of field experience, including related assignments, which offers candidates practice for successful completion of new state licensure requirements. Pre-requisite(s): A grade of B or better in SEC 502, and SPE 500. Co-requisite(s): None. 4 - 5 semester hours

This course addresses methods of teaching mathematics at the middle/high school level through an in-depth focus on the curriculum, methods, materials, and technology. Candidates create instructional plans that build students’ conceptual understanding, procedural fluency and mathematical reasoning/problem solving skills and develop assessment plans that provide evidence of student learning. Candidates incorporate techniques to meet the needs of culturally, socially and academically diverse students. The course includes 40 hours of field experience and related assignments that offer candidates practice for successful completion of new state licensure requirements. Pre-requisite(s): A Grade of B or better in SEC 502 and SPE 500. Co-requisite(s): None. 4 - 5 semester hours

This course addresses teaching physical science at the secondary level. It addresses the content and discipline of physical science as it pertains to general goals of secondary education. Participants will deepen pedagogical content knowledge, develop teaching materials (including lesson and unit plans) that solve instructional issues and employ science-specific teaching methods. Candidates will analyze the Next Generation Science Standards and STEM initiatives as they apply to curricula, teaching and learning secondary physical science. The course will also prepare candidates to be successfully fulfill state licensure requirements. 40 hours of field experience are required. Pre-requisite(s): A grade of B or better in SEC 502 and SPE 500. Co-requisite(s): None. 4 - 5 semester hours

This course addresses methods of teaching social studies at the middle/high school level through an in-depth focus on curriculum, methods, and materials. Candidates will create lesson and unit plans using backward design and universal design for learning. Candidates will draft documents on planning for instruction and assessment, instructing and engaging students in learning, and assessing student learning. The course includes 40 hours of field experience and related assignments that offer candidates practice for successful completion of state licensure requirements. Pre-requisite(s): A grade of B or better in SEC 502 and SPE 500. Co-requisite(s): None. 4 - 5 semester hours

The course provides candidates a solid background in the pedagogy for teaching of Latin for grades K-12. Candidates create a culminating unit of instruction that solidifies the connection of foreign language acquisition and linguistic analysis theory to curriculum design, instructional planning, and assessment. Particular emphasis is given to current best-practice research in education and its application to the middle and high school classroom. During this course, candidates complete 40 hours of clinical experiences to supplement their reading, research, and planning. Pre-requisite(s): A grade of B or better in SEC 502 and SPE 500. Co-requisite(s): None. 4 - 5 semester hours

The course introduces current theories and practices of communicative language teaching. Candidates learn about second language acquisition development through reading and practicing in class a collection of strategies and tools for developing students’ communication skills in a second language. Candidates create a culminating unit of instruction that solidifies connections across curriculum design, instructional planning, and assessment. The course includes 40 hours of field experience and related assignments that are aligned to licensure requirements for the State of Illinois. Pre-requisite(s): A grade of B or better in SEC 502 and SPE 500. Co-requisite(s): None. 4 - 5 semester hours

This course will explore how race, ethnicity, culture, class, and gender affect access to, and quality in, education. It will examine the past and present educational experiences of people of various cultural backgrounds in an effort to understand the context of their current sociopolitical realities and how those realities affect the educational process. Strategies for teaching in a culturally diverse society and creating multicultural curriculum will be explored. Pre-requisite(s): None Co-requisite(s): None. 3 semester hours

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

The Communicative Approach has evolved to become one of the most significant and effective approaches for teaching students how to communicate in a non-native language. Students will explore the evolution of the Communicative Approach from a historical perspective of language teaching in the United States. They will examine the theoretical rationale, principals and methods for implementing the Communicative Approach. The course will entail ongoing experimenting and research in their own classrooms and peer teaching of CL techniques in the course. Prerequisite(s): Candidates hold a valid teaching certificate of a world language and demonstrate proof of at least an Advanced score on the ACTFL oral proficiency interview exam in the language they teach. Certified teachers may request permission of the instructor to substitute a letter from their Department stating the candidate's language competency equivalent to the Advanced ACTFL OPI score in lieu of an official ACTFL score. 2-5 semester hours

This course represents the intersection of the field of cross cultural communication with foreign language teaching. Cross cultural communication studies provide vital concepts, skills and techniques to offer foreign language teachers as they develop their Standards-based curricula. The course enables participants to introduce and develop intercultural competence in their middle and secondary school classrooms via authentic communication challenges. Prerequisite(s): Candidates hold a valid teaching certificate of a world language and demonstrate proof of at least an Advanced score on the ACTFL oral proficiency interview exam in the language they teach. Current M.A.T. teacher candidates enrolled in the Secondary Education program are eligible as well. Certified teachers may request permission of the instructor to substitute a letter from their Department Chairperson stating the candidate's language competency equivalent to the Advanced ACTFL OPI score in lieu of an official ACTFL score. 3 semester hours

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 in Illinois who wish to secure a subsequent Illinois certificate in secondary education for science, social science, English language arts, mathematics, or foreign language. The candidate will 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. 3-6 semester hours Prerequisite(s): SEC569 Completion of all content coursework as described on the transcript assessment. Completion of individualized 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 certification on file at NCE. Current TB Test. Current Criminal Background Check.

This course combines a seminar with student teaching. The seminar supports candidates as they implement a variety of planning models, formative and summative assessments, and instructional strategies to support student learning consistent with professional and curriculum standards. Reflective practice in light of research and mentoring by seminar instructor, university supervisor, and cooperating teacher(s) drive candidate growth in professional decision-making and interaction with students, parents, school staff and seminar colleagues. School-based and seminar experiences result in candidates advancing their understanding of environments that encourage a community of all learners and collegial relationships in the school. This course supports candidate efforts to meet licensure requirements. Prerequisite(s): Admission to the MAT Secondary Education Program; RLR 540, EPS 511, CIL 505; grade of B or better in SPE 500, SEC 502 and SEC 510. Co-requisite(s): None. 6 semester hours

This course combines a seminar with student teaching. The seminar supports candidates as they implement a variety of planning models, formative and summative assessments, and instructional strategies to support student learning consistent with professional and curriculum standards. Reflective practice in light of research and mentoring by seminar instructor, university supervisor, and cooperating teacher(s) drive candidate growth in professional decision-making and interaction with students, parents, school staff and seminar colleagues. School-based and seminar experiences result in candidates advancing their understanding of environments that encourage a community of all learners and collegial relationships in the school. This course supports candidate efforts to meet licensure requirements. Prerequisite(s): Admission to the MAT Secondary Education Program; RLR 540, EPS 511, CIL 505; grade of B or better in SPE 502, SEC 502 and SEC 512. 6 semester hours

This course combines a seminar with student teaching. The seminar supports candidates as they implement a variety of planning models, formative and summative assessments, and instructional strategies to support student learning consistent with professional and curriculum standards. Reflective practice in light of research and mentoring by seminar instructor, university supervisor, and cooperating teacher(s) drive candidate growth in professional decision-making and interaction with students, parents, school staff and seminar colleagues. School-based and seminar experiences result in candidates advancing their understanding of environments that encourage a community of all learners and collegial relationships in the school. This course supports candidate efforts to meet licensure requirements. Prerequisite(s): Admission to the MAT Secondary Education Program; RLR 540, EPS 511, CIL 505; grade of B or better in SPE 500, SEC 502 and SEC 514. Co-requisite(s): None. 6 semester hours

This course combines a seminar with student teaching. The seminar supports candidates as they implement a variety of planning models, formative and summative assessments, and instructional strategies to support student learning consistent with professional and curriculum standards. Reflective practice in light of research and mentoring by seminar instructor, university supervisor, and cooperating teacher(s) drive candidate growth in professional decision-making and interaction with students, parents, school staff and seminar colleagues. School-based and seminar experiences result in candidates advancing their understanding of environments that encourage a community of all learners and collegial relationships in the school. This course supports candidate efforts to meet licensure requirements. Prerequisite(s): Admission to the MAT Secondary Education Program; RLR 540, EPS 511, CIL 505; grade of B or better in SPE 500, SEC 502 and SEC 516. 6 semester hours

This course combines a seminar with student teaching. The seminar supports candidates as they implement a variety of planning models, formative and summative assessments, and instructional strategies to support student learning consistent with professional and curriculum standards. Reflective practice in light of research and mentoring by seminar instructor, university supervisor, and cooperating teacher(s) drive candidate growth in professional decision-making and interaction with students, parents, school staff and seminar colleagues. School-based and seminar experiences result in candidates advancing their understanding of environments that encourage a community of all learners and collegial relationships in the school. This course supports candidate efforts to meet licensure requirements. Prerequisite(s): Admission to the MAT Secondary Education Program; RLR 540, EPS 511, CIL 505; grade of B or better in SPE 500, SEC 502 and SEC 518. 6 semester hours

This course combines a seminar with student teaching. The seminar supports candidates as they implement a variety of planning models, formative and summative assessments, and instructional strategies to support student learning consistent with professional and curriculum standards. Reflective practice in light of research and mentoring by seminar instructor, university supervisor, and cooperating teacher(s) drive candidate growth in professional decision-making and interaction with students, parents, school staff and seminar colleagues. School-based and seminar experiences result in candidates advancing their understanding of environments that encourage a community of all learners and collegial relationships in the school. This course supports candidate efforts to meet licensure requirements. Prerequisite(s): Admission to the MAT Secondary Education Program; RLR 540, EPS 511, CIL 505; grade of B or better in SPE 500, SEC 502 and SEC 524. Co-requisite(s): None. 6 semester hours

The purpose of this independent study in Secondary Education is to provide students with the opportunity to investigate in depth a topic, problem, or relevant issue. This course is designed in conjunction with a faculty member leading the independent study. The topic should be of relevance to their individual goals and professional aspirations as a secondary level educator. Prerequisite(s): This course should be taken after secondary education certification with approval of advisor, instructor, department chair and dean. 1-3 semester hours

During a year-long residency, candidates implement a variety of planning models, instructional strategies, and formal and informal assessment strategies to support student learning consistent with curriculum standards. Reflective practice in light of research and mentoring by a mentor teacher and university supervisor enhance candidate growth in professional decision-making and interaction with students, parents, other professionals, and the community. School-based and seminar experiences result in candidates advancing their understanding of environments that encourage a community of all learners and collegial relationships in the school. Candidates enroll for two semester hours for three consecutive terms (for a total of six semester hours). Grades are given for each term. Prerequisite(s): Admission to the MAT Secondary Education program, RLR 540, EPS 511, CIL 505, SPE 500, grade of B or better in SEC 502 and SEC 510. Co-requisite(s): None. 2 semester hours

During a year-long residency, candidates implement a variety of planning models, instructional strategies, and formal and informal assessment strategies to support student learning consistent with curriculum standards. Reflective practice in light of research and mentoring by a mentor teacher and university supervisor enhance candidate growth in professional decision-making and interaction with students, parents, other professionals, and the community. School-based and seminar experiences result in candidates advancing their understanding of environments that encourage a community of all learners and collegial relationships in the school. Candidates enroll for two semester hours for three consecutive terms (for a total of six semester hours). Grades are given for each term. Prerequisite(s): Admission to the MAT Secondary Education program, RLR 540, EPS 511, CIL 505, SPE 500, grade of B or better in SEC 502 and SEC 512. Co-requisite(s): None. 2 semester hours

During a year-long residency, candidates implement a variety of planning models, instructional strategies, and formal and informal assessment strategies to support student learning consistent with curriculum standards. Reflective practice in light of research and mentoring by a mentor teacher and university supervisor enhance candidate growth in professional decision-making and interaction with students, parents, other professionals, and the community. School-based and seminar experiences result in candidates advancing their understanding of environments that encourage a community of all learners and collegial relationships in the school. Candidates enroll for two semester hours for three consecutive terms (for a total of six semester hours). Grades are given for each term. Prerequisite(s): Admission to the MAT Secondary Education Program, RLR 540, EPS 511, CIL 505, SPE 500, grade of B or better in SEC 502 and SEC 514. Co-requisite(s): None. 2 semester hours

During a year-long residency, candidates implement a variety of planning models, instructional strategies, and formal and informal assessment strategies to support student learning consistent with curriculum standards. Reflective practice in light of research and mentoring by a mentor teacher and university supervisor enhance candidate growth in professional decision-making and interaction with students, parents, other professionals, and the community. School-based and seminar experiences result in candidates advancing their understanding of environments that encourage a community of all learners and collegial relationships in the school. Candidates enroll for two semester hours for three consecutive terms (for a total of six semester hours). Grades are given for each term. Prerequisite(s): Admission to the MAT Secondary Education Program, RLR 540, EPS 511, CIL 505, SPE 500, grade of B or better in SEC 502 and SEC 516. Co-requisite(s): None. 2 semester hours

During a year-long residency, candidates implement a variety of planning models, instructional strategies, and formal and informal assessment strategies to support student learning consistent with curriculum standards. Reflective practice in light of research and mentoring by a mentor teacher and university supervisor enhance candidate growth in professional decision-making and interaction with students, parents, other professionals, and the community. School-based and seminar experiences result in candidates advancing their understanding of environments that encourage a community of all learners and collegial relationships in the school. Candidates enroll for two semester hours for three consecutive terms (for a total of six semester hours). Grades are given for each term. Prerequisite(s): Admission to the MAT Secondary Education Program, RLR 540, EPS 511, CIL 505, SPE 500. Grade of B or better in SEC 502 and SEC 518. Co-requisite(s): None. 2 semester hours

During a year-long residency, candidates implement a variety of planning models, instructional strategies, and formal and informal assessment strategies to support student learning consistent with curriculum standards. Reflective practice in light of research and mentoring by a mentor teacher and university supervisor enhance candidate growth in professional decision-making and interaction with students, parents, other professionals, and the community. School-based and seminar experiences result in candidates advancing their understanding of environments that encourage a community of all learners and collegial relationships in the school. Candidates enroll for two semester hours for three consecutive terms (for a total of six semester hours). Grades are given for each term. Prerequisite(s): Admission to the MAT Secondary Education Program, RLR 540, EPS 511, CIL 505, SPE 500, grade of B or better in SEC 502 and SEC 522 or SEC 524. Co-requisite(s): None. 2 semester hours