Secondary Education MAT Social Studies Concentration Alternative Teacher Licensure Program
This route to the M.A.T. and teacher licensure is for candidates accepted into NLU's alternative teaching licensure partner program. Candidates in this program are working in school districts as a teacher of record while completing their program coursework.
Visit Licensure and Endorsement at NLU for more details.
For more information on state licensure and certification information please visit NLU’s Public Disclosures page.
Program Learning Outcomes (PLOs):
1. Develop and practice a philosophy of education based on self-reflection.
2. Use knowledge of students to design a respectful learning community in which learning experiences are engaging, challenging, and meet the diverse needs of all learners.
3. Develop instructional practices that facilitate higher-order thinking and depth of student understanding.
4. Design and use formative and summative assessments that align with learning outcomes, inform instruction, and measure multiple forms of evidence.
5. Provide ongoing, meaningful performance feedback to enhance student learning.
6. Use current technology that is appropriate to the instructional outcomes, complements content-specific material, and actively engages students.
7. Exhibit a clear understanding of the roles and responsibilities of being a teacher.
In addition to National College of Education Graduate Admissions Requirements, applicants must:
- Receive a minimum score of 240 in either History (#246) or
- Have a major in a Social Studies field (Economics, Geography, History, Political Science, Psychology, Sociology/Anthropology) OR or at least 24 SH of Social Studies coursework, 12 SH of which is concentrated in the area of the initial endorsement. All coursework applied must be from accredited schools and must be completed with a grade of C or better.
- At least one course in each of the additional areas listed below (excluding the area of designation):
- Economics
- Geography
- History (U.S. History and World History is recommended)
- Political Science
- Psychology/Sociology/Anthropology
- Note: students may be admitted to the program with three deficiencies (max 9sh) in the content coursework that must be completed by the end of the Fall term in the second year of the program
- Submit written statement describing the candidate’s interest in entering a degree in Secondary Education through an Alternative Licensure program
- Sit for an interview with the Program Coordinator, program faculty and/or the university partners
- Submit description of candidates’ employment experience in schools and working with students or evidence of a minimum of 4 weeks substitute teaching experience or school support experience in the appropriate grade level or content area
- Submit three references (from BA degree or employment experience appropriate for teaching experience)
Program Details:
- Requires 34 SH for completion
- Requires a grade of B or better in all methods courses: SEC 502, CIL 505, RLP 540, and SEC 518
- Required immersive school placement
- Requires passing score on the content specific exam (History #246 Economics #244, Political Science #247, Psychology #248 or Sociology/Anthropology #249 Geography #245) for the primary endorsement.
- Candidates must meet the ISBE requirements for an Alternative Provisional Educator (APE) License before SEC591. This includes passing of EDU 572.
Program Details
Program Details:
- Requires 34 SH for completion
- Requires a grade of B or better in all methods courses: SEC 502, CIL 505, RLP 540, and SEC 518
- Required immersive school placement
- Requires passing score on the content specific exam (History #246 Economics #244, Political Science #247, Psychology #248 or Sociology/Anthropology #249 Geography #245) for the primary endorsement.
- Candidates must meet the ISBE requirements for an Alternative Provisional Educator (APE) License before SEC591. This includes passing of EDU 572.
Program Learning Outcomes
Program Learning Outcomes (PLOs):
1. Develop and practice a philosophy of education based on self-reflection.
2. Use knowledge of students to design a respectful learning community in which learning experiences are engaging, challenging, and meet the diverse needs of all learners.
3. Develop instructional practices that facilitate higher-order thinking and depth of student understanding.
4. Design and use formative and summative assessments that align with learning outcomes, inform instruction, and measure multiple forms of evidence.
5. Provide ongoing, meaningful performance feedback to enhance student learning.
6. Use current technology that is appropriate to the instructional outcomes, complements content-specific material, and actively engages students.
7. Exhibit a clear understanding of the roles and responsibilities of being a teacher.
Required Courses
Program Requirements
| CIL 505 | Methods and Materials for Teaching English as a Second Language | 3 |
| EDU 510 | Social Justice Perspectives on the History and Philosophy of American Education | 2 |
| EDU 572 | Creating Diverse and Equitable Classrooms | 3 |
| LSE 511 | Human Learning and Development in Instructional Contexts | 2 |
| RLP 540 | Teaching Content Area Literacy at the Middle and Secondary Level | 3 |
| SEC 502 | Introduction to Teaching at the Secondary Level | 3 |
| SEC 518 | Methods of Teaching Social Studies at the Secondary Level | 3 |
| SEC 591 | Secondary Education Alternative Licensure Seminar | 1 TO 9 |
| SPE 500 | Introduction to and Methods of Teaching Students with Disabilities | 3 |
| and | |
| SPE 507 | Methods of Social/Emotional Support | 3 |
| or | |
| CIL 500 | Foundations of ESL and Bilingual Education | 3 |
Note:
SEC 591 must be taken for a total of 9 SH.