SEC - Secondary Education

This course will provide students with an overview of the philosophy, content standards, and pedagogical ideas for teaching mathematics in the secondary classroom. Students will build strategies for teaching conceptual math, mathematical reasoning, and problem solving , using research-based and theoretically grounded best practices in the teaching and assessment of math in all its representations. The course will utilize the National Council of Teachers of Mathematics (NCTM) Standards and Common Core State Standards (CCSSM). Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course introduces methods, strategies and necessary materials needed for teaching English in secondary education. There is an emphasis on creating culturally responsive lesson plans that meet individual student needs, including critical reading skills, writing skills, exposure to various genres of literature, speech and communication skills, and research skills. Twenty hours of field work are required for this course. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course focuses on teaching and assessing reading and writing across the content areas in the secondary grades, with emphasis on comprehension instruction, critical reading skills across various genres of literature, and selection and use of various materials to plan reading and writing instruction. Students will learn strategies for teaching and assessing fluency, word identification skills, vocabulary development, academic language development, text structure, and the components of a writing routine. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This is part 2 of 2 courses that will provide students with philosophies, issues, techniques and methods to inform the development of secondary mathematics curriculum and pedagogical techniques. Continued discussion of teaching rational numbers, algebraic reasoning, patterns, functions, measurements, geometric concepts as well as statistics and probability will be included. Eighty hours of field work are required for this course. Pre-requisite(s): SEC 400. Co-requisite(s): None. 5 quarter hours

This course provides an introduction to a culturally responsive teaching pedagogy that acknowledges, responds to, and celebrates cultural differences and offers equitable educational access to students from all backgrounds. Students will progress in their development of teaching with an emphasis on the importance of cultural, social, and linguistic differences. Students should conclude this class with the ability to embed culturally responsive principles to create an inclusive learning environment. Eighty hours of field work are required for this course. Pre-requisite(s): EDU 301 and EDU 351. Co-requisite(s): None. 5 quarter hours

This course includes issues affecting teaching at the secondary level: Adolescent development, multicultural perspectives, curriculum development, community building, and constructing disciplinary knowledge. Participation in this course requires completion of 30 hours of field work. Candidates will learn best practices for effective teaching and create a unit plan and lesson plans 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): None. 3 semester hours

This course addresses teaching biological sciences at the secondary level. It introduces 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 lessons and unit plans) that solve instructional issues and employ science-specific teaching methods. Candidates will analyze the Next Generation Science Standards, STEM and Makerspaces initiatives as they apply to curricula, teaching and learning secondary biological sciences. The course will also prepare candidates to successfully fulfill state licensure requirements. Pre-requisite(s): A grade of B or better in SEC 502. Co-requisite(s): None. 3 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. Pre-requisite(s): A grade of B or better in SEC 502. Co-requisite(s): None. 3 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. Pre-requisite(s): A Grade of B or better in SEC 502. Co-requisite(s): None. 3 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, STEM and Makerspaces 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. Pre-requisite(s): A grade of B or better in SEC 502. Co-requisite(s): None. 3 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 inquiry-based learning unit and lesson plans stressing primary source document analysis using backward design and universal design for learning. Use of the Library of Congress digitized resources is required in developing learning experiences. Pre-requisite(s): A grade of B or better in SEC 502. Co-requisite(s): None. 3 semester hours

The course provides candidates with a solid background in the pedagogy for teaching Latin in 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): SEC 502, EDU 510, SPE 500, LSE 511, CIL 505, RLP 540. Co-requisite(s): 3 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. Observations and related assignments offer candidates practice for successful completion of new state licensure requirements. Pre-requisite(s): A grade of B or better in SEC 502. Co-requisite(s): None. 3 semester hours

This course is designed for teachers currently licensed in Illinois who wish to secure a subsequent Illinois teaching endorsement on their Professional Educator License in early childhood education; elementary education; middle grades education for science, English language arts, mathematics, or social science; secondary education for science, social science, English language arts, mathematics, or K-12 foreign language; or special education for LBS1. Candidates are assigned between 75 and 150 clock hours in a general education classroom at the new endorsement level. Pre-requisite(s): Completion of all content coursework as described on the transcript assessment. Completion of individualized professional development as determined by initial portfolio review. Application for practicum placement with checklist. Passing score on relevant ISBE content level test. Co-requisite(s): None. 4-6 semester hours

This course provides candidates students with opportunities to engage in field experiences with teachers in their linked placement school classrooms. The minimum number of field experience hours is forty (40) and should follow a progression from observing in classrooms to teaching a class. It is recommended that candidates culminate their practicum by planning five sequential lessons and teaching 3-5 of these sequential lessons in at least one class. Pre-requisite(s): A grade of B or better in SEC 502. Co-requisite(s): SEC 510. 3 semester hours

This course provides candidates students with opportunities to engage in field experiences with teachers in their linked placement school classrooms. The minimum number of field experience hours is forty (40) and should follow a progression from observing in classrooms to teaching a class. It is recommended that candidates culminate their practicum by planning five sequential lessons and teaching 3-5 of these sequential lessons in at least one class. Pre-requisite(s):A grade of Be or better in SEC 502. Co-requisite(s): SEC 512. 3 semester hours

This course provides candidates students with opportunities to engage in field experiences with teachers in their linked placement school classrooms. The minimum number of field experience hours is forty (40) and should follow a progression from observing in classrooms to teaching a class. It is recommended that candidates culminate their practicum by planning five sequential lessons and teaching 3-5 of these sequential lessons in at least one class. Pre-requisite(s): A grade of B or better in SEC 502. Co-requisite(s): SEC 514. 3 semester hours

This course provides candidates students with opportunities to engage in field experiences with teachers in their linked placement school classrooms. The minimum number of field experience hours is forty (40) and should follow a progression from observing in classrooms to teaching a class. It is recommended that candidates culminate their practicum by planning five sequential lessons and teaching 3-5 of these sequential lessons in at least one class. pre-requisite(s): A grade of B or better in SEC 502. Co-requisite(s): SEC 516. 3 semester hours

This course provides candidates students with opportunities to engage in field experiences with teachers in their linked placement school classrooms. The minimum number of field experience hours is forty (40) and should follow a progression from observing in classrooms to teaching a class. It is recommended that candidates culminate their practicum by planning five sequential lessons and teaching 3-5 of these sequential lessons in at least one class. Pre-requisite(s): A grade of B or better in SEC 502. Co-requisite(s): None. 3 semester hours

This course provides candidates students with opportunities to engage in field experiences with teachers in their linked placement school classrooms. The minimum number of field experience hours is forty (40) and should follow a progression from observing in classrooms to teaching a class. It is recommended that candidates culminate their practicum by planning five sequential lessons and teaching 3-5 of these sequential lessons in at least one class. Pre-requisite(s): A grade of B or better in SEC 502. Co-requisite(s): SEC 524. 3 semester hours

This seminar accompanies the student field experience to provide the student with resources and support for a successful experience. Pre- requisite(s): None. Co-requisite(s): None. 0 semester hour

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. Pre-requisite(s): A grade of B or better in 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. Pre-requisite(s): A grade of B or better in SEC 502 and SEC 512. C-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. Pre-requisite(s): A grade of B or better in 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. Pre-requisite(s): A grade of B or better in SEC 502 and SEC 516. 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. Pre-requisite(s): A grade of B or better in SEC 502 and SEC 518. 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. Pre-requisite(s): A grade of B or better in SEC 502 and SEC 524. Co-requisite(s): None. 6 semester hours

This seminar accompanies the student field experience to provide the student with resources and support for a successful experience. Pre-requisite(s): None. Co-requisite(s): None. 0 semester hours

The course integrates field-based experiences with an on-site seminar for Secondary Education Alternative Licensure candidates who are working as full-time teachers in a classroom setting, grades 9-12. A weekly seminar advances candidates' engagement in the profession through study, discussion and application of instruction to support teaching and learning at the secondary level. As part of this course, candidates explore the impact of high-leverage teaching practices on student achievement, using data-driven instruction to advance student learning outcomes, integrating CRTL standards to create diverse and equitable classroom environments, and building collegial relationships in schools to support student academic and social/emotional development. Pre-requisite(s): CIL 505, EDU 572, and SEC 502. Co-requisite(s): None. 1-9 semester hours