Teacher Certification

The graduate program in Teaching is designed for individuals wishing to seek initial teaching certification through a graduate studies program. Graduate students in the program examine current educational theory and practice and explore a variety of viewpoints to reflectively develop their professional competence and teaching style. They explore social issues affecting students and expand their awareness of and respect for the unique development of each student. During their course work, they consider effective collaboration with and accountability to students, parents, colleagues, and the community. Reexamining the development of values and professional ethics, students gain greater intellectual and ethical insight.

The Teaching Certification program develops advanced proficiency in the Illinois Professional Teacher Standards and Content Area Standards. Participants develop proficiency on the standards in three phases: first, an orientation to and self-assessment of the standards; second, development of the knowledge and predispositions required by the standards; and third, demonstration of performances implementing the standards. Progress on meeting the standards is evaluated throughout the program though a portfolio aligned with the McKendree Conceptual Framework. Candidates for teaching certification are referred to the undergraduate catalog for policies and procedures related to teacher education.

Teacher Certification—Assessments

The McKendree Teacher Education Unit created a standards-based curriculum and assessment system for all programs. The programs incorporate standards that reflect the integration of content, pedagogy and professional studies. The unit’s Conceptual Framework links course work and the assessment system. A portfolio evaluation system was created as a systematic way of monitoring a candidate’s progression through the programs. A screening step takes place as candidates apply to the program. Candidates are required to meet screening criteria successfully and subsequently pass through program assessment points that define their progression through the program. Performance indicators are outlined for each gate. In order to complete the requirements for each gate, the candidate works with a faculty adviser while completing course work or field experiences. The candidate is then required to complete a final assessment based on program standards created by the unit. An interview, review or evaluation by the candidate serves to inform the faculty and validate the candidate’s progress in the program. The purpose of the McKendree assessment system is to ensure the preparation of candidates who demonstrate the knowledge, skills and dispositions inherent in the Framework for Teacher Education Model.

All students are required to complete EDU 600 Professional Educator Seminar (No credit, no fee, meets for 1 ½ hour) during the first semester of their program and to complete a portfolio at the end of their program to demonstrate their proficiency on the standards that reflect the McKendree Framework for Teacher Education Model and the National Board of Professional Teaching Standards.

Each student is required to successfully pass through all four consecutive assessments that reflect a developmental progression through the program. All assessment expectations and criteria are outlined and presented to all students in a program orientation. In order to complete the requirements for the program, each student is assigned an approved graduate studies adviser who serves as the portfolio adviser and reviewer. Action research reports are completed under the guidance of an Education, Health and Human Performance Division graduate faculty member. At the completion of all course work and the action research component, the student completes the portfolio requirements. Students assess their own proficiency on the eleven program standards and then submit the final portfolio for faculty review.

Candidates who pursue the thesis option must present a complete portfolio. Thesis candidates will present and defend their thesis before an assigned Thesis Committee in lieu of a portfolio review.

Gate 1: Admission to the Program (during first 8 credits)

The student formally applies to the degree program prior to enrolling in the Professional Educator Seminar. The Graduate Admissions Committee and the Chair of the Educational, Health and Human Performance Division will review the applicant’s qualifications to confirm his/her eligibility. Students must register for the course EDU 600 Professional Educator Seminar for Teacher Development Programs (No credit, no fee, meets for 1 ½ hour) during the first semester of enrollment. This seminar is provided each semester in various locations and is given by a graduate faculty member. This seminar provides an orientation to the program including the Framework for Teacher Education, program standards, policies and portfolio guidelines. It also provides a check on the match of individual professional goals with the program values and standards, a preliminary assessment of readiness on standards. The student also will complete a technology competency assessment (CAT1) administered by the college during the first semester of enrollment. If the results of the technology assessment identify a deficiency in the use of technology the student will be required to successfully complete an undergraduate prerequisite course on technology in education.

The following documentation is required for admission to the Master of Arts in Education degree program and completion of the first Assessment:

1.   A completed graduate admission application. Apply online at www.mckendree.edu/admission (no fee);

2.   Official transcripts from each college or university attended. Official transcripts are those that are mailed from institution to institution;

3.   A current vita or resume;

4.   A minimum 3.0 GPA on a four-point scale in undergraduate studies. Applicants with a GPA below this may be conditionally admitted;

5.   Applicants may be required to participate in a personal interview to assess readiness for graduate studies;

6.   A copy of current teaching certificate for the Teacher Development Emphasis. For the Teaching Emphasis, passing scores on the Illinois Test of Basic Skills and appropriate Illinois Content Area Examination in lieu of a teaching certificate;

7.   Completion of CAT1 technology assessment to ensure a minimum level of technology competency.

 

Gate 2: Completion of Action Research

Students continue to gather evidences from course work and their professional practice at this assessment point. Faculty members assess portfolio evidences within the context of their respective class. Students will continue to have their GPA progress monitored by their advisor and the graduate office. Students need to successfully complete EDU 641 Educational Research & Statistics and EDU 645 Action Research Planning in order to complete the Action Research component of the degree program. Students must obtain a signature of the Action Research instructor, submit the proposal for review to the institutional review board and complete the Action Research Portfolio form at the end of their research project. This form should be submitted in the portfolio. Completion of Assessment 2 includes:

1.   A minimum GPA of 3.0 on a 4 point scale in all coursework;

2.   GPA of 3.0 in EDU 641 Educational Research & Statistics and EDU 645 Action Research Planning;

3.   Completion of Action Research Report and report presentation in seminar.

 

Action Research Description

Every graduate student enrolled in the Master of Arts in Education degree program is required to conduct an action research project or an optional thesis. Degree seeking students are required to take two research courses, EDU 641 Educational Research & Statistics and EDU 645 Action Research Planning. Students are to conduct the research during the academic year in the context of a classroom. Students must take EDU 641 Educational Research & Statistics prior to taking EDU 645 Action Research Planning.

Action Research Planning (EDU 645) facilitates student planning of action research and the realization of its value to them as educators. After defining an action research topic, students conduct a review of pertinent literature related to the topic and design an appropriate research plan for their educational setting. At the conclusion of the course, students will construct a detailed paper that includes a rationale for the research project, the review of the literature and the methodology for the research project that will be shared with classmates.

Action Research Project (EDU 697) or Action Research Thesis (EDU 699) facilitates the process of analyzing and organizing data from action research, interpreting the data within the research project parameters, and writing a clear and accurate report of the research process, results, and implications. Students will review their respective research projects and work together on ways to organize data, on techniques for interpreting data, on the logical statement of findings, on clear organization of information, and on effective drafting of the report. The end product is a complete, accurate and effective research report or thesis in appropriate format. Reports will be exchanged and reviewed by action research seminar members. Students completing the Thesis option will present and defend the thesis before an appointed committee of graduate faculty members.

Action Research Policies

The Action Research requirement for the master's degree completion is successful completion of EDU 645 Action Research Planning and EDU 697 Action Research Project or EDU 699 Action Research Thesis.

EDU 641 Educational Research and Statistics must be taken prior to EDU 645 Action Research Planning.

Upon completion of the Action Research Project or Thesis, the student and the instructor complete the Action Research Portfolio form that is placed in the Portfolio.

Students receiving an "In Progress" (IP) grade for either of the action research courses will have until the end of the following semester to complete the work. If the work is not completed in the next semester, the student will receive a "No Credit" (NC) grade and must register for that phase of study again and pay full fees. Any exceptions to this policy requires permission from the Chair of the Education, Health and Human Performance Division.

Clinical fees will be charged for EDU 645 Action Research Planning, 697 Action Research Project, and EDU 699 Action Research Thesis. These fees cover additional expenses, such as those related to faculty travel; duplication of articles and handouts, and processing of the final report.

Gate 3: Completion of Student Teaching

Upon completion of student teaching, the teacher candidate will be evaluated by the cooperating teacher and/or college supervisor on teaching skills.

Gate 4: Program Completion and Portfolio Review

The final gate provides the summative evaluation of student performance on the program standards. The student, the faculty adviser and a qualified practitioner reviews the portfolio. Students submit the portfolio to the graduate office for review by their faculty advisers. An interview may be required if the faculty members need further clarification about the portfolio. Completion of Assessment 4 includes:

1.   A minimum GPA of 3.0 in all coursework;

2.   Completion of all coursework and requirements;

3.   Completion of Action Research;

4.   Self-assessment of portfolio;

5.   Faculty assessment of portfolio or thesis defense;

6.   An interview by unit faculty if needed.

 

Professional Performance Portfolio

The portfolio is developed by the student throughout the program and is reviewed and assessed at the completion of the program. This type of assessment provides for a sustained reflection of students’ academic work in a systematic way. The standards of the education profession are reflected in the standards that were created by the Unit. Through the systematic monitoring of a student’s progress towards proficiency on established standards throughout the graduate program, learners have an integral and conscious part in the learning process. Graduate students are given individual responsibility and ownership in the process through the creation of the portfolio. Students are interactive partners with professors in shaping the learning process.

All students in the Teaching program are to complete a portfolio as the final program assessment prior to degree completion. The purpose of the portfolio is to evaluate the achievement of the intended learning standards as established by the division. There are benefits to both the student and the faculty who are involved in the portfolio assessment process. For the student, the portfolio is a method of assessment that allows the student to demonstrate their breadth of knowledge on the program standards. Additional goals of the portfolio include assisting the student to understand his/her own learning and to celebrate the achievement of learning. For the faculty, the portfolio process can act as a catalyst for program evaluation and refinement. Data gathered from the students’ portfolios also serve to inform program development.

The portfolio assessment based on the divisional program standards provides for the alignment of course work assessments to the McKendree conceptual framework. Faculty members both create standards based assessments and continually assess evidences from course work. Students may select evidences from coursework in the graduate program to be included in their final portfolio. Students are encouraged to include their best work that exemplifies standards. The evidence can represent a range of accomplishments by the students. Another source of evidence could come from the students’ own professional practice or practicum experiences. The application of theory in the world of the students’ educational setting is strongly encouraged. Such documentation focuses on actual achievements that are viewed directly as what a student knows and can do.

Teaching Program Portfolio Guidelines

The purpose of the portfolio is to evaluate the student’s achievement of intended learning outcomes by assessing their proficiency on the program standards. Students and faculty will review the student’s breadth of knowledge and achievement by examining work that exemplifies the standards and that represents a wide range of accomplishments. Portfolio evidences reflect both course work products as well as the application of theory in the world of the teacher’s own classroom or school setting.

1.   The portfolio of professional work typically is presented using the LiveText web-based portfolio development system. The portfolio may subsequently be prepared in hard-copy form and also copied to a CD. A standard portfolio template format will be available through the LiveText web site.

2.   Review the standards and reflect upon their meaning.

3.   Gather artifacts from completed course work.

4.   Reread each standard carefully looking for key works and phrases that best describe the intent of the standard. Review the key points for each standard.

5.   Match artifacts with the standard(s) that most appropriately align with the evidence. Place the work in that section representing the standard(s).

6.   Check to see that at least 3 artifacts are included for each standard. Artifacts may be used to fulfill more than one standard. Do not use an artifact more than 3 times in the entire portfolio. Try to use a variety of artifacts throughout the portfolio.

7.   Each portfolio entry should have a rationale paragraph.

a.   Review the activity and reflect upon the purpose of the work. Connect that purpose to one of the standards.

b.   Write a rationale by explaining why this work was selected, what was learned by doing it and what competence was gained.

8.   After all artifacts are appropriately placed in a standard section and described in the rationale paragraph, the student should review the entire portfolio in terms of proficiency in the standards.

9.   Share the portfolio with the Chair of the Education. Health and Human Performance Division and the assigned adviser as editors.

Portfolio Due Dates

                  November 1 for December degree completion

                  April 1 for May degree completion

                  July 1 for August degree completion

10.   A faculty member and a practitioner will review the portfolio and transmit the results back to the candidate. An electronic copy of the portfolio will be maintained in electronic exhibits. If there are questions, an interview will be scheduled.

Admission to Teacher Education

Students enrolled in the Teaching Certification Program seeking initial certification as a teacher also must be admitted to the Teacher Education program. In addition to meeting the requirements for admission to the MAED degree, students seeking initial certification also must:

1.   Successfully complete an Illinois criminal background check and submit results of a TB TINE Test;

2.   Successfully complete the faculty review process;

3.   Complete application for admission found in LiveText forms.

Teaching Certificate Requirements

McKendree teacher education students who complete an approved teacher education program and meet all of the requirements established by the State Board of Education may qualify for an Initial Certificate in the areas of Elementary Education, Secondary Education, and Special K-12 (Art, Music and Physical Education).

Teacher education students completing an approved Illinois teacher education qualify for an Initial Certificate by passing the Illinois Test of Basic Skills, the Illinois Assessment of Professional Teaching and the appropriate test(s) of subject matter knowledge. Initial Certificates shall be endorsed according to the approved program completed, the coursework presented, and/or the applicable examination(s) passed.

All Initial (Elementary, Secondary and Special K-12) Certificates shall be valid for four (4) years of teaching and are nonrenewable. Upon completion of four (4) years of teaching within eight (8) years after the issue date of that certificate, individuals may qualify for a comparable Standard (Elementary, Secondary, and Special K-12) Certificate valid for five (5) years and renewable with proof of continuing education or professional development. These individuals may qualify for a comparable Standard Certificate by successfully passing the required Standard Certificate requirements and completing other requirements established by the Illinois State Board of Education. (NOTE: “Four (4) years of teaching experience means the equivalent of four (4) years of full-time employment.”)

Students who qualify for the Initial Elementary and Secondary Certificates and who wish to teach in departmentalized grade five (5) through grade eight (8) may obtain a Middle School Endorsement by completing the required coursework as specified in the section titled Middle School Endorsement.

Students may wish to elect a minor in coaching which is available to individuals seeking any of the Initial Teaching Certificates offered through the teacher education program. Refer to the section on the coaching minor listed under Physical Education in the Courses of Study section of this catalog.

Initial Elementary Certificate (Type 03)

The Initial Elementary Certificate is valid for four (4) years of teaching in the kindergarten and the lower nine (9) grades in the public schools and is nonrenewable. The certificate may be issued by entitlement to any completer of a McKendree teacher education program with a bachelors degree who presents certified evidence, accompanied by the Registrar’s recommendation of having successfully completed the requirements for certification. All candidates for certification are required to successfully pass state-mandated examinations in basic skills, subject matter specialty and the Assessment of Professional Teaching before certification is granted. It is required that students pass the Illinois Test of Basic Skills prior to admission to the Teacher Education Program, and pass the subject matter exam before the student teaching semester. It is required that students pass the Assessment of Professional Teaching exam for program completion. Registration booklets and study guides for the examinations are available on the Illinois State Board of Education web site (www.isbe.net).

Initial Secondary Certificate (Type 09) and Initial Special K-12 Certificate (Type 10)

The Initial Secondary Certificate is valid for four (4) years of teaching in grades six (6) through twelve (12) in the public schools and is nonrenewable. The Initial Special K-12 Certificate is valid for four (4) years of teaching in grades kindergarten through grade twelve (12) in public schools in the designated areas of Art, Music and Physical Education and is nonrenewable.

The certificates may be issued by entitlement to any teacher education program completer of McKendree with a bachelor’s degree who presents certified evidence, accompanied by the Registrar’s recommendation of having successfully completed the requirements listed below. All candidates for certification are required to successfully pass state-mandated examinations in basic skills, subject area specialty, and the Assessment of Professional Teaching test before certification is granted. It is required that students pass the basic skills exam prior to admission to the Teacher Education Program, and pass the subject matter exam before the student teaching semester. It is required that students pass the Assessment of Professional Teaching test for program completion. Registration booklets and study guides for the examinations are available on the Illinois State Board of Education web site (www.isbe.net).

Teaching Major

The teaching major must include a minimum of 32 credits and must be from one of the state-approved teaching areas identified below. The 32 credits must be distributed within the selected teaching major area according to the degree requirements for that major stated in the Courses of Study section of the undergraduate catalog. (Except Special Education)

1.   Business, Marketing and Computing

2.   English Language Arts

3.   Health Education

4.   Mathematics

5.   Music

6.   Physical Education

7.   Science (Biology Emphasis or Chemistry Emphasis)

8.   Social Science (History Emphasis, Political Science Emphasis, Psychology Emphasis)

9.   Special Education

10.    Visual Arts

 

Initial Special K-12 Certificate (Type 10)

The Initial Special K-12 Certificate is valid for four (4) years of teaching in grades kindergarten through grade twelve (12), or Ages 3-21 for Special Education in public schools and is nonrenewable.

McKendree has been approved by the Illinois State Board of Education and the Teacher Certification Board to offer courses leading to the Initial Special K-12 Certificates in the areas of Visual Arts, Music, Physical Education and Special Education. This certification entitles individuals to teach in grades kindergarten through grade twelve (12) in their major area of concentration (Visual Arts, Music or Physical Education), and Ages 3-21 for Special Education. Physical Education majors have the option of completing the program requirements for both the Initial Secondary Certificate (Type 09) and the Initial Special K-12 Certificate (Type 10). Physical Education majors are encouraged to complete the requirements for both certificates because it may broaden their public school employment opportunities.

The Initial Special K-12 (Ages 3-21) Certificate may be issued by entitlement to any teacher certification program completer McKendree with a bachelor’s degree who presents evidence, accompanied by the Registrar’s recommendation, of having completed the requirements for the teaching major as stated in the Course of Study section of this catalog. All candidates for certification are required to successfully pass state-mandated examinations before certification is granted. It is required that students pass the basic skills exam prior to admission to the Teacher Education Program, and pass the subject matter exam before the student teaching semester. Registration booklets and study guides for the examinations are available on the Illinois State Board of Education web site (www.isbe.net) and in the Field Experience/Certification Office.

All other policies, rules and procedures related to teaching certification are listed in the McKendree undergraduate catalog. Graduate students in programs leading to initial teacher certification are referred to the McKendree undergraduate catalog for all policies, rules and procedures not found in the Graduate Catalog.

Transfer Credit Restriction

No more than 8 semester credits will be accepted in transfer. Transfer credit must be submitted for approval during the first semester of enrollment. Transfer coursework cannot be more than eight (8) years old at program completion.

Master of Arts in Education Graduation Requirements

1.   Satisfactorily complete the appropriate degree and program requirements with a minimum cumulative grade- point average (GPA) of 3.00.

2.   Meet all requirements and performance standards for the degree program as contained in the catalog effective at time of matriculation. (Program requirements are presented in the Courses of Study section of this catalog under the appropriate discipline. Individual program requirements may exceed general requirements.)

3.   Complete all degree requirements within seven (7) years of matriculation.
4.   Declare their intent to graduate by completing a Degree Application (available in the Office of Academic Records) the semester prior to the anticipated graduation term.

Courses required for the MAED -

Teaching in Secondary/Special P-12 Education

Course Number	Course Title	Credits
EDU 5xx	Methods of Teaching in Content Area	3
EDU 506	Psychology of the Exceptional Child	4
EDU 512	Methods of Teaching Reading in the Content Area	3
EDU 600	Professional Educator Seminar	0
EDU 609	Field Practicum I	1
EDU 610	History and Philosophy of Education	3
EDU 611	Curriculum Theory and Design	3
EDU 612	Instructional and Curriculum Design and Evaluation	3
EDU 613	Field Practicum II	1
EDU 614	Field Practicum III	1
EDU 631	School Law for Teachers	3
EDU 641	Educational Research & Statistics	3
EDU 645	Action Research Planning	2
EDU 650	Advanced Educational Psychology	3
EDU 695	Advanced Student Teaching	6
EDU 697 AND EDU 698	Action Research Project AND Portfolio Review	3
	OR
EDU 699	Action Research Thesis	4
	Portfolio Assessment	0
	Total credits	42-43

Courses required for the MAED—

Teaching in Elementary Education program

Course Number	Course Title	Credits
	EDU 501    Methods of Teaching Fine Arts (ELEM)	3
EDU 530	Methods of Teaching Mathematics (ELEM)	3
EDU 541	Methods of Teaching Mathematics (ELEM)	3
EDU 542	Methods of Teaching Science (ELEM)	3
EDU 545	Methods of Teaching Language Arts (ELEM)	3
EDU 546	Methods of Teaching Social Science (ELEM)	3
EDU 506	Psychology of the Exceptional Child	4
EDU 600	Professional Educator Seminar	0
EDU 609	Field Practicum I	1
EDU 610	History and Philosophy of Education	3
EDU 611	Curriculum Theory and Design	3
EDU 612	Instructional and Curriculum Design and Evaluation	3
EDU 613	Field Practicum II	1
EDU 614	Field Practicum III	1
EDU 631	School Law for Teachers	3
EDU 641	Educational Research & Statistics	3
EDU 645	Action Research Planning	2
EDU 650	Advanced Educational Psychology	3
EDU 695	Advanced Student Teaching	6
EDU 697 AND EDU 698	Action Research Project AND Portfolio Review	3
	OR
EDU 699	Action Research Thesis	4
	Portfolio Assessment	0
	Total credits	57-58

Alternative Route to Certification
Leading to an MAED in Teaching

The Transition to Teaching: Secondary Education Program is a selective and intensive 36 semester hour program that is completed over a period of 14 months. Admission to this program requires the approval of the Chair of the Education, Health and Human Performance Division.

Schedule of courses

Spring One – 6 semester hours

Teacher candidates will begin the program in late March or Early April with a program induction workshop/ seminar that will focus on program orientation, including uses of educational technology and development of the standards-based portfolio. During this initial eight-week spring semester, candidates will take two three-credit courses, Advanced Educational Psychology and Teaching Exceptional Children, become familiar with professional standards, and complete four to five days of field observations with teachers who are mentors and alternative-certification program graduates. These observations will focus on applications of course content and exposure to classroom teaching situations in advance of the program’s summer field experiences in the schools. In late May, at the end of the opening semester, candidates will participate in an evaluative workshop to integrate the Spring courses with school observations and applications and review progress on their program portfolios.

Summer One – 12 semester hours

The eight-week summer term will begin the third week of June. Candidates will complete an integrated block of classroom and field experiences. They will be instructed using a team approach that will address a block of subjects including curriculum, assessment, management, and methods of teaching subject areas in secondary schools. The block of subjects will focus on Illinois goals and content area standards. After an intensive week of classroom preparation, in Week 2 candidates will be placed in summer schools for six weeks of half-time field observation and teaching experiences from 9:00 am until noon Monday through Thursday.

During Weeks 2-7 after observing and teaching in the mornings, candidates will meet with their mentors in the afternoon and meet three (3) nights per week with a team of professors for formal course work after the mentor meetings. Each instructor will be responsible for on-site school candidate observation visits as well as providing instruction in the block. This approach is designed to assure that instructors have first-hand awareness of candidate experiences and needs. By structuring the curriculum to link theory and practice directly, interns will benefit from the mentorship of the course instructor as well as the mentor. In this model, courses will be held in a high school that has a partnership agreement with the lead college in order to reinforce the school-based and intern character of the program. On Fridays, candidates will meet in the mornings with their mentors. The proposed schedule for Weeks 2 – 7 is:

 

Time	Monday	Tuesday	Wednesday	Thursday	Friday
8:30 – 12:00	Classroom	Classroom	Classroom	Classroom	With mentor
12:00 – 2:00	With mentor		With mentor		Open
2:00 – 5:30		Coursework		Coursework	Open
4:00 – 7:30	Coursework				Open

 

In mid-July teacher candidates will prepare for a portfolio checkpoint as a prelude to application for a provisional alternative teaching certificate, necessary for the school year internship. The final week of the summer term, following the six-week summer classroom teaching experience, will be used to synthesize learning in the classroom and field, address specific intern needs, complete the summer portion of the portfolio, and complete interviews with school officials for school-year intern employment at a beginning teacher salary. 

          Fall One – 7 semester hours

At this time candidates will begin their school internship year as full-time first-year teachers. For the internship year, candidates will earn a total of eight semester hours, four each semester. During the first year of this program, interns will assume the responsibilities of a math or science teacher under the close supervision of an onsite school supervisor, with the mentorship of a “master teacher” mentor, and the supervision of the lead-college faculty program coordinator. The latter two will each observe the intern at least twice-monthly. The mentor will spend a fourth to half of a day in observation during each visit, coupled with extensive consultation with the intern.

Throughout the first year, the school districts will work closely with the collaborating colleges and the Associated Colleges of Illinois (ACI) to identify high need schools where the interns will be able to learn effectively and to complete program requirements. During the prior summer, candidates will have applied for intern positions in the high schools participating in the project. In teaching the content area of their specialization under the mentorship of mentors and supervision of the program coordinator, a schedule of observations and meetings with the mentor and the college supervisor will be developed that will accommodate each intern’s responsibilities and schedule.

During the Fall semester the candidates will take just one course, Learning and Literacy for Diverse Learners, beginning in October in order to enable the interns’ focus to be on a successful beginning as a classroom teacher. This course will emphasize standards related to diversity, literacy, ethnicity, class, and other topics associated with the academic needs of diverse learners. Candidates will meet one evening a week for four hours beginning in October for this course. There will be four sessions in October, three sessions in November, and two sessions in December.

There will be another portfolio checkpoint in early December near the end of the Fall semester.

Spring Two – 11 semester hours

Teacher candidates will continue their internship as a full-time beginning teacher, earning four semester hours for the Spring. The regular schedule of observations and meetings with the mentor and college program supervisor will continue as in the Fall, as well as several contacts with the on-site supervisor each week. During this semester, the teacher candidate will take two courses two nights each week. The two courses will include a course in Foundations of Education (three semester hours) and Ethics in Educational Leadership (also three semester hours). These courses are designed to meet designated Illinois certification standards, and the curriculum as a whole has been constructed to satisfy all of the standards.

The portfolio will be submitted and defended near the end of the Spring semester for evaluation by the program faculty committee. Recommendation for standard certification will depend on satisfactory completion and defense of the portfolio. Teacher candidates will earn one semester hour for the development of the portfolio.

Teacher candidates seeking to earn a master’s degree in education may choose to complete a three-credit course in Educational Research Methods from the entitling institution during the Summer following Spring completion of the internship, successful portfolio evaluation, and recommendation for initial statewide alternative teaching certificate.

The following table illustrates the schedule of cohort courses, totaling 36 semester hours for the certification portion of the program and 39 for award of the master’s degree.

Semester	Credit hours
Spring I: Late March- Late May Course: EDU 650 Advanced Educational Psychology Course: EDU 606 Teaching Exceptional Children Focus on professional standards Induction seminar, introduction to portfolio, educational technology	6
Summer: Mid June – Mid August Block course: EDU 607 Curriculum, assessment, management, and content pedagogical methods. 6 weeks of half-time field experience. Mid-July: Portfolio checkpoint and provisional certification application	12
Fall: Internship Course: EDU 608 Learning and Literacy for Diverse Learners End of semester: Portfolio checkpoint.	4 3
Spring 2: Internship Course: EDU 604 Foundations of Education Course: EDU 650 Ethics of Educational Leadership End of semester: EDU 601 Sp Top: Portfolio submission, defense, and evaluation; recommendation for initial alternative teaching certification.	4 3 3 1
Summer 2: Optional course leading to MA: EDU 646 Research in Education	3

  

Field Experiences

Field experiences are integrated throughout the Spring I and Summer portions of this alternative certification program. In Spring I, the educational psychology course and the special education course will require 4 – 5 days of field experiences that focus on the application of the content in these courses. During the Summer session, candidates will work under the direct supervision of a classroom teacher for four (4) hours per day, four (4) days per week for six (6) weeks, resulting in a total of 90+ hours of closely supervised field experiences.

Clinical Experiences

Candidates in the Transitions to Teaching program will be hired as classroom teachers on a provisional alternative teaching certificate (Type 39) for an entire academic year. Depending upon the preferred process by a district, candidates will be placed into intern sites through one of two processes. The first process that may be used is for the district to select the appropriate internship sites with site supervisors and assign candidates to these schools. The second route for candidates to secure an internship site is through a job fair. The school districts not directly assigning candidates to a classroom and participating in this program will host a job fair. Candidates will be interviewed and receive a guaranteed paid internship position in a high need school for one academic year. During this year, they will be mentored and supervised by:

1.       An onsite supervisor

2.       A mentor

3.       A college supervisor

 
Entry into the Alternative Certification Route
Leading to an MAED Program

Transition to Teaching candidates will be educated in cohorts of twenty to twenty-five candidates. As part of the program admissions process, teacher candidates will be required to present their bachelor degree credentials from a regionally accredited institution, pass the Illinois Test of Basic Skills, and pass the appropriate Illinois Content Area Test. In order to be considered for this program, prospective candidates must have the equivalent of a major in the area of teaching. For the initial cohort, all candidates must have an equivalent of a major in math or an area of science since these are the subject matter foci of the program at this time. Each candidate’s academic transcript shall be evaluated for course content and appropriate rigor. Further, candidates who will be working in the Chicago Public Schools are not required to have work experience in their area of expertise. Candidates who will be employed by high-need districts and schools outside of the Chicago Public School District must have a minimum of five (5) years of work experience in their field of expertise before they are eligible to qualify for this program.

In addition, each candidate must meet all of the requirements of the entitling institution as a condition of admission. These requirements include:

1.   An undergraduate GPA of at least 3.0. Candidates may be provisionally accepted with a GPA of 2.85, provided that all other requirements are met.

2.   An undergraduate GPA in the major of at least 3.0.

3.   Submission of two letters of recommendation from individuals able to comment on academic proficiency, personal character, and competence and effectiveness in professional work.

4.   Commitment to work for the partner school district after program completion for the number of years as pre-determined through the partnership agreements.

Applications of eligible candidates will then be screened to create a finalist candidate group to be interviewed by all program and higher education partners. Finalists will each undergo the Haberman interview as one of the determining factors for inclusion in the program. The final selection of candidates into the cohorts will rest with the Transition to Teaching Facilitation Committee. 

Continued Enrollment

Once candidates have been admitted to the program, they must:

1.       Maintain a minimum GPA of 3.0.

2.       Demonstrate appropriate growth toward meeting each of the standards for which they are held accountable.

3.       Demonstrate the appropriate dispositions toward students, their families, teachers, and their supervisors.

4.       Demonstrate effectiveness in the classroom with students.

5.       Secure a one-year paid internship in a high-need school district.

 

Beginning Field Experiences

In the Transitions to Teaching alternative certification program, candidates will have required involvement in field experiences in high-need schools from the first set of courses taken. The Educational Psychology and Special Education courses that comprise the Spring 1 term will require 4 – 5 days of field experiences that are specifically linked to course assignments and assessed by the college professors. Classroom teachers who work with candidates in their classrooms will complete Field Experience Observation Reports that are returned to the Office of Field Experiences and college professors. This report gives the college, and its partners data on candidates’ growth toward meeting the teaching standards.

During the Summer session, candidates will also complete a minimum of ninety (90) hours of field experiences as they work with students during the six (6) weeks of summer school. These candidates’ performance throughout these field experiences will be assessed by:

1.   The teachers in whose classrooms candidates will work during the summer session. Mentors who will meet with the candidates on a daily basis for six (6) weeks;

2.   The college supervisor who will meet with candidates on a regular basis;

3.   Professors who teach the 12 semester hour integrated Summer Block courses.

Each of the assessors listed above will use the Field Experience Observation Report. The team of professors who will teach the Summer Block course also will assess candidates on assignments, including lesson plans, given as a part of the course work. At the end of the Summer Term, candidates will also be required to complete a portfolio assessment.

Clinical Field Experiences

Candidates’ clinical experiences are assessed in multiple ways.

Throughout the year-long internship, candidates will be supported by mentors who will meet with candidates every two (2) weeks and document such visits. They will also formally assess the candidates using the Mid- and Final-Evaluation Form.

Site and college supervisors will assess the quality of candidates’ clinical experiences through regular classroom observations. At two points during the academic year, they will use the Mid- and Final- Evaluation Form.

Candidates will also submit reflective journals and a Weekly Activity Report to their college supervisor as a means of providing insight into candidates’ experiences, struggles, and growth. Additionally, they will also complete a Data Collection Matrix and a Video Lesson Assessment.

Portfolio Process

Candidates in the Transition to Teaching Program will develop a portfolio that will be assessed at three (3) points in their program. Introduction to the portfolio will occur as a part of the Opening Seminar during the Spring 1 session. Candidates must complete and submit their portfolio for evaluation at the end of the Summer session. Their portfolios will be assessed using the Portfolio Assessment form. The second portfolio checkpoint will occur at the end of the Fall semester. At each of the checkpoints for the portfolio assessment, candidates will meet with a team of two assessors; one of the assessors will be a practitioner and the other a college professor. The final submission of the portfolio will be due at program completion. At that time, all standards must be met as a condition of graduation.

Program Completion

Assessments for program completion include:

1.       The Portfolio Assessment

2.       The Midterm and Final Evaluation Form

3.       Minimum GPA of 3.0.

 

Teaching Certification

Please see page 28 in this catalog for information regarding initial teaching certification.

Master of Arts in Education Graduation Requirements 

1.   Satisfactorily complete the appropriate degree and program requirements with a minimum cumulative grade- point average (GPA) of 3.00.

2.   Meet all requirements and performance standards for the degree program as contained in the catalog effective at time of matriculation. (Program requirements are presented in the Courses of Study section of this catalog under the appropriate discipline. Individual program requirements may exceed general requirements.)

3.   Complete all degree requirements within seven (7) years of matriculation.

4.   Declare their intent to graduate by completing a Degree Application (available in the Office of Academic Records) the semester prior to the anticipated graduation term.