ELE - Elementary Education

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 l - 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/her class. The course is taken during the first term of the program and is a prerequisite for ELE 510. This is an advanced setting course that may count toward baccalaureate and master's degrees. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This is the final field–based experience course in the professional sequence of the Educator Preparation program. This course will continue to expand the teacher candidates’ work through our innovative virtual coaching model. Under the guidance of a qualified Mentor Teacher and a University Field Coach, teacher candidates will gradually assume instructional responsibilities in the field, building towards a minimum of 4 weeks of full take-over in the classroom setting. Pre-requisite(s): EDU 299, EDU 350, ECE 334, EDU 477, EDU 480, EDU 483, and EDU 420. Co-requisite(s): ELE 470B. 5 quarter hours

Students engage in a weekly seminar that is required for all student teachers. This seminar includes creating a Professional ePortfolio, reflecting on the art and process of teaching, and exploring resources that support novice and developing teachers. Successful completion of this this experience is based on the demonstration of a wide variety of competencies including collaboration with peers, reflective practice, and the successful completion of a Professional ePortfolio. The ePortfolio includes artifacts such as resume and cover letter, teaching philosophy, lesson plans, reflections and other demonstrations of teaching proficiency. This course is the culmination of the full teacher preparation program, and provides opportunities for teacher candidates to synthesize their learning into actionable and demonstrated skills and behaviors. NOTE: Ten weeks of full-day student teaching is required for this course. Pre-requisite(s): EDU 299, EDU 350, ECE 334, EDU 477, EDU 480, EDU 483, and EDU 420. Co-requisite(s): ELE 470A. 5 quarter hours

This is a continuation of Student Teaching. Pre-requisite(s): ELE 470. Co-requisite(s): None. 0 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 30 clock hours of field experience focusing on active involvement with a cooperating teacher and his/her class. The course is taken at the beginning of the program and is a prerequisite for ELE510. Pre-requisite(s): LSE 511 and EDU 510. Co-requisite(s): None. 3 semester hours

This interdisciplinary, community-based field study provides teacher candidates the opportunity to engage in a community based project in order to better understand the community in which they will teach. This course will be presented through a discussion seminar format accompanied by a community service-learning practicum. The course encourages exploration of the issues confronting families and neighborhoods through research, community involvement and assessment in a particular community. Prerequisite(s): None. Co-requisite(s): None. 1 semester hour

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 regarding the roles and responsibilities of teachers in grades 1-6 and combines a university seminar and a minimum of 50 hours of field experiences focusing on active involvement with a cooperating teacher/mentor. The course advances candidates' engagement in the classroom through application of high leverage instructional practices, culturally relevant teaching, the design of engaging curriculum, assessment of student learning, and the building of classroom community to support diverse learners. The course is linked to and a prerequisite for ELE 590 Student Teaching. Pre-requisite(s): CIL 531, CIS 540, ELE 500, LSE 511, EDU 510, MHE 540, MHE 542, RLP 550, SCE 540, and SPE 500. Co-requisite(s): RLP 551. 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 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, EDU 513, ELE 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, EDU 513, ELE 501, SCE 480B, MHE 480B, RLR 550, SPE 500, LSE 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

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 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): ELE 569. 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 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

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. 1-7 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

This course concludes the pre-service professional development of elementary education teacher candidates about 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 students and practice implementing effective instruction to support and improve all students’ learning in the diverse, equitable and inclusive classroom. Candidates advance their understanding of elementary education that encourage a community of learners and collegial relationships in the school.

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

1-4 semester hours

This course concludes the pre-service professional development of resident teacher or alternative pathway 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 in consecutive terms for graduation. Pre-requisite(s): ELE 577 and ELE 587. Co-requisite(s): None. 1-3 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 hours