Education
Education, Health and Human Performance
George Fero, Ed.D., Professor of Education;
Chair, Division of Education, Health, and Human Performance;
Martha Eggers, M.Ed., Assistant Prof. of Education;
Thomas Jewett, Ph.D., Assistant Prof. of Education;
Timothy Richards, Ph.D., Associate Prof. of Education;
Susan Sawers, M.Ed., Instructor of Education;
Nancy Stewart, M.A., Instructor of Education;
Janet Wicker, Ph.D., Assistant Prof. of Education;
Illinois Certification Testing Annual Report
As required by law, McKendree University hereby reports the 2000-2001 and 2003-2004 results of the Illinois Certification Testing of its teacher education students.
2000-2001 2003-2004 2000-2001 2003-2004 2000-2001 2003-2004
Number Number Number Number Pass Pass
Test Field/Category Tested Tested Passed Passed Rate Rate
Basic Skills
Basic Skills Test 85 109 85 109 100% 100%
Aggregate 85 109 85 109 100% 100%
Professional Knowledge / Pedagogy
102 APT: Grades K–9 — 60 — 60 — 100%
103 APT: Grades 6–12 — 32 — 32 — 100%
104 APT: Grades K–12 — 8 — — — —
Aggregate — 100 — 97 — 97%
Academic Content Areas
03 Elementary 44 63 43 63 98% 100%
23 History 3 5 — — — —
24 Social Science 8 8 — — — —
25 English 4 5 — — — —
35 Biological Science 4 3 — — — —
36 Mathematics 4 2 — — — —
48 Art (K–12) 0 1 — — — —
50 Phys. Ed. (K–12) 12 7 12 — 100% —
53 Phys. Ed. (6–12) 2 — — — — —
Aggregate 81 94 79 94 98% 100%
Other Content Areas
47 Business/ 4 12 — 12 — 100%
Marketing Management
Aggregate 4 12 — 12 — 100%
Summary 86 109 84 106 98% 97%
Totals & Pass Rate
Students interested in a teaching career enjoy working with children or young people, and look forward to the professional opportunity of helping them learn and grow as individuals. Successful teaching candidates show an enthusiastic interest in their own learning, and the willingness and patience to relate to persons of varying abilities and backgrounds.
The Teacher Education Program at McKendree University offers students the opportunity to prepare for teaching certification in the State of Illinois. Students may choose to major in Elementary Education, or may elect a major in Business, Marketing and Computing, English Language Arts, Mathematics, Physical Education, Science (Biology Emphasis or Chemistry Emphasis), Social Science (History Emphasis – May be completed as a major in History or a major in Social Sciences) or Visual Arts to teach at the Secondary level. Students majoring in Art, Music and Physical Education may choose to complete the specialist program for certification at grade levels K-12.
Because the Teacher Education Program at McKendree assumes that the education of teachers occurs most successfully in the context of a liberal arts program, a broad background of courses in general education is required of all majors. The program also assumes that students who are interested in a teaching career must develop the necessary skills of teaching through a sequence of professional education courses in theory and methodologies. A series of clinical experiences in a variety of school settings, under the guidance of master teachers in the area public schools, help the student transfer college classroom instruction into practical teaching skills.
Teacher Education Conceptual Framework:
Although different program areas are offered within the Teacher Education unit, one Conceptual Framework document guides all programs. The faculty of the college and the educational community served by McKendree University are engaged in continuing discussions concerning the Conceptual Framework, including consideration of changes and modifications to the curriculum and programs. Accordingly, as this group works together to articulate the conceptual framework, one framework emerges which embraces the aspects related to the knowledge base, skills, and dispositions valued and promoted within each program.
Teacher Education Unit Mission, Candidate Dispositions and Vision:
It is the mission of the Teacher Education Unit at McKendree University to prepare teachers and other education professionals as lifelong learners, caring practitioners, and knowledgeable professionals.
The mission of the Teacher Education Unit at McKendree University is linked and inspired by the mission and purpose of the College. The dispositions of a candidate completing the program also are grounded in the mission of McKendree University.
As Lifelong Learners, teacher candidates are “developing an intellectual interesting life” and developing those skills that are “essential to critical and constructive thinking.”
As Caring Practitioners, teacher candidates practice professional ethics which are mirrored in McKendree University’s tradition of Christian values. Through knowledge of and experience with other cultures, teacher candidates also “develop an appreciation and understanding of diversity.”
Knowledgeable Professionals “support academic excellence and bring broader vision and enriched purpose.” The College instills in its teacher candidates the ability to “recognize that constructive citizenship includes vocational life to which both general education and study in a field of concentration may contribute.”
Supported by the mission of the unit, it is the vision of the Teacher Education Unit at McKendree University that in its preparation of educators who are knowledgeable professionals, caring practitioners, and lifelong learners, the Unit will provide the leadership to enable graduates to meet the ever-changing diverse demands placed upon the school in the region it serves.
Teacher Education Unit Philosophy, Core Beliefs, Purpose and Goals:
The philosophy of the Teacher Education Unit at McKendree University encompasses the basic concepts of many educational philosophies. However, traditions and approaches found within the Teacher Education Unit finds its roots primarily in a progressivist experience with teaching and learning that is based upon the approach of John Dewey. The teacher education program at McKendree University uses an experiential approach that enables teacher candidates to increase their ability to grow and adapt to a constantly changing and dynamic society. The Teacher Education Unit believes that educators it prepares:
1. Have a strong foundation in content knowledge.
2. Acquire and use specific skills used to enhance teaching and learning.
3. Apply the use of current technology to teaching and learning.
4. Are effective communicators.
5. Are prepared to teach within a diverse society.
6. Exhibit dispositions appropriate to the profession.
7. Practice personal reflection on their teaching.
8. Are collaborative professionals.
9. Are active members of the community.
In light of these beliefs, it is the philosophy of the program to use an approach that prepares educators who are professionals with a strong foundation in knowledge, practice the profession in a caring manner, and consider learning to be a basic foundation to their lifelong experience.
Thus, it is the primary purpose and goal of the Unit to prepare educators for public, private and parochial schools who display the characteristics identified in dispositions, and who are prepared in proficiencies identified by the Unit which meet the expectation of state and national standards. With the addition of graduate studies in education, the purpose of the Unit is further expanded to develop these dispositions and proficiencies as they relate to the professional development of experienced teachers, and through advanced level programs that have been identified for future implementation. Thus, as stated in the vision for the Unit, the goal of the McKendree University Teacher Education Unit is that it will prepare educators who are able to address the educational needs of the region it serves at all levels. In light of this, the Unit purpose and goal is to prepare candidates who meet these outcomes and proficiencies:
Knowledgeable Professional:
• Possess content and pedagogical knowledge. (INTASC/IPTS 1,4,7)
• Create learning experiences that make content meaningful to all learners. (INTASC/IPTS 1,2,3,4,5, 6,7,8,10,11 IL-CTECH 3)
• Integrate theory and practice in design and delivery of lessons. (INTASC/IPTS 1,4,7,8 IL-CLA 1,2 IL-CTECH 3)
• Understand instructional planning and designs and delivers instruction based on the discipline, student needs, community expectations, and curricular goals. (INTASC/IPTS 1,2,3,4,5,6,7,8,10,11 IL-CLA 1,3 IL-CTECH 2,3,6))
• Understand formal and informal assessment and utilizes them to support student development. (INTASC/IPTS 2,3,4,6,8 IL-CAS 3)
• Apply appropriate technology, media, and materials in instructional design and practice. (INTASC/IPTS 4,6,8 IL-CTECH 1,3,5,6,8)
Caring Practitioner:
• Respect cultures, values, beliefs, and talents of all people. (INTASC/IPTS 2,3,5,6,7,8,9 IL-CTECH 4)
• Understand that self-esteem influences achievement. (INTASC/IPTS 2,5,6,7,8,9,11)
• Recognize and address cultural differences in communication. (INTASC/IPTS 3,5,7,8,9,11 IL-CLA 1,2,3,5 IL-TECH 6)
• Establish communication and productive relationships with students, parents, colleagues, and other community members. (INTASC/IPTS 3,5,6,7,8,9,10,11 IL-CLA 3 IL-CTECH 5,6)
• Exhibit appreciation of the responsibility of educators. (INTASC/IPTS 8,10,11)
• Apply pedagogical theory to diverse educational settings. (INTASC/IPTS 2,3,5,6,8)
• Use technology as a tool to meet the diverse needs of students. (INTASC/IPTS 3,5,6,9 IL-CTECH 1,2,3,4,5,8)
• Practice professional ethics which are mirrored in McKendree University’s tradition of Christian values. (INTASC/IPTS 11)
Lifelong Learner:
• Understand, apply, and integrate research into teaching and learning. (INTASC/IPTS 4,10)
• Use various resources and technology as tools for professional growth. (INTASC/IPTS 4,10 IL-CTECH, IL-CAS)
• Possess knowledge of schools as a social and political system. (INTASC/IPTS 5, 9)
• Illustrate a commitment to teaching, learning, and service through professional development. (INTASC/IPTS 10, IL-CAS)
• Recognize that careers in education require lifelong reflection. (INTASC/IPTS 10, IPTS 11)
• Recognize the contextual and interactive roles between the profession and the community. (INTASC/IPTS 9)
Assessment Process:
The McKendree University 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.
There are four assessment points or Gates for candidates in the undergraduate program leading to initial certification as required by Illinois Administrative Rules.
Gate 1 Admission to the Teacher Education Program — Before admission to the McKendree University Teacher Education Program, each applicant must complete the requirements listed below. Minimum requirements are verified by the Field Experience/Certification Office before submission for approval by the Council on Teacher Education (COTE). Candidates also complete a technology competency assessment (CAT 1) administered by the college during enrollment in EDU 115. The CAT 1 technology assessment is a web-based technology assessment and tutorial based upon International Society for Technology in Education standards. The certificate awarded upon successful completion of the assessment is inserted as an artifact within the portfolio:
1. Pass the Illinois Test of Basic Skills.
2. Have a minimum cumulative 2.75 G.P.A. for all coursework attempted.
3. Complete ENG 111, ENG 112 with a grade of C or higher.
4. Complete two Mathematics courses, one must be at least at the level of College Algebra, with a grade of C or higher.
5. Complete EDU 210 (Foundations of American Education) and EDU 115 (Technology in the Classroom) or MUED 200 (Music Classroom Technology), both with a grade of C or higher.
6. Successfully complete an Illinois criminal background check and submit results of TB TINE Test.
7. Portfolio Evaluation and Dispositions Evaluations by instructor of EDU 210 and the applicant’s Education Advisor. If the applicant’s instructor is also the advisor, the second evaluation will be conducted by another faculty member within the Teacher Education Unit. (Completed evaluation submitted to Field Experience/Certification Office and advisor)
8. Complete the Application for Admission (Advisor must sign and recommend).
9. Successfully complete faculty review process.*
10. Receive an affirmative vote by the COTE to admit, or not admit. Candidates may be permitted to continue in selected professional education courses with conditions for one semester.
Gate 2 Pre-Student Teaching Assessment — Prior to enrolling in Student Teaching each Candidate is assessed a second time. The following assessments are completed by the appropriate evaluators listed below and submitted to
the Field Experience/Certification Office with a recommendation to continue, continue with conditions, or removal from the teacher education program:
1. Maintain minimum 2.75 G.P.A. in all coursework attempted (Advisor)
2. Pass appropriate Illinois Content Area Examination (Field Exp. Office)
3. Complete Professional Education courses with a grade of C or higher (Advisor)
4. Portfolio Evaluation and Dispositions Evaluations (Course Instructor)
5. Complete application for Student Teaching at least one semester in advance
6. Successfully complete faculty review process
7. Approval by COTE to permit or not permit candidate to enroll in Student Teaching
Gate 3 (Required by Illinois State Board of Education): Completion of Student Teaching — Upon completion of Student Teaching Candidates are assessed by the Cooperating Teacher and College Supervisor. The
assessment is conducted using the Pathwise Framework for Teaching Observation System, and is aligned with the Conceptual Framework and Illinois Professional Teaching Standards. The candidate must at least meet all items assessed. The evaluation is submitted to the Field Experiences Office via LiveText and becomes part of the Candidate’s file.
Gate 4 Prior to Entitlement for Certification and Program Completion — Candidates undergo a final assessment prior to recommendation for entitlement by the College. The following assessments are completed by the appropriate evaluators listed below and submitted to the Field Experience/ Certification Office with a recommendation to either submit for entitlement or not submit for entitlement:
1. Maintain minimum 2.75 G.P.A. in all coursework attempted (Advisor)
2. Pass Illinois Assessment of Professional Teaching Examination (Field Experience Office)
3. Complete all Professional Education courses with a grade of C or higher
4. Portfolio evaluation and Dispositions Evaluations (College Supervisor and Advisor)
5. Approval by COTE to permit, or not permit candidate for entitlement
All recommendations for applying conditions, recommending removal from teacher education, or denial of permission for student teaching or entitlement are reviewed by the Director of Teacher Education. The Director of Teacher Education will present the recommendations to the Council on Teacher Education for action if sufficient evidence appears to exist to warrant conditions to be placed upon a Teacher Candidate for admission or continued enrollment in the program. If a Candidate is recommended for removal from teacher education, denial of student teaching, or denial of entitlement, the Director shall convene an impartial hearing panel consisting of the following members:
1. The Director of Teacher Education – Chair of Hearing Panel (votes only in the case of a tie)
2. A Faculty member outside of Teacher Education
3. The Candidate’s Advisor (unless the Advisor is making the recommendation, then another member of the Teacher Education faculty shall serve)
4. A Practicing Teacher
5. A Teacher Candidate seeking the same certification level
The Teacher Candidate is afforded due process rights with this administrative hearing. Upon hearing the testimony and evidence from both sides, the panel shall make a decision to support the recommendation for removal or denial, or apply conditions to allow the candidate to continue, or allow the candidate to continue without conditions.
*Faculty Review Process
One week following the deadline for application to the teacher education program or student teaching program, a list of candidates seeking admission to the teacher education program or student teaching program shall be distributed to the faculty of the College (full- or part-time) for review, comment and challenge. If a candidate’s application for admission is challenged by three or more members of the faculty, that candidate’s application must be reviewed by the Admissions Sub-committee of the COTE and a recommendation made to the Council on Teacher Education for consideration before that candidate can be admitted. If a candidate receives any challenge to admission, that information shall be included with the materials submitted to the Council on Teacher Education, and the Director of Teacher Education or his/her designee will counsel the candidate on the challenge and the ramifications it may have on the candidate’s admission.
Reasons for challenging a candidate’s admission to the program include but are not limited to:
• Evidence of issues of moral turpitude
• Weak oral and/or written communication skills
• Unethical behavior, including plagiarism
• Poor classroom attendance
• Dispositions inappropriate to teaching
• Performance in the content field
If a candidate’s admission is challenged, the Director of Teacher Education will ask each of the faculty members involved to submit supporting documentation or evidence. The Admissions Sub-committee of the COTE will review the materials submitted, and may ask the candidate and faculty members involved to meet with them to clarify or gather additional information. The committee will then make a recommendation to the Council on Teacher Education to admit, admit with conditions, or not admit the candidate to the teacher education program.
Criteria for Dispositions Evaluations:
The dispositions of a candidate completing the program are grounded in the mission of McKendree University.
A graduate of McKendree University’s education program:
1. Respects cultures, values, beliefs, and talents of all people.
2. Believes that all students can learn.
3. Values the importance of diversity in an ever changing world.
4. Values the use and application of technology in teaching and learning.
5. Appreciates the responsibility of educators to motivate and affect student learning.
6. Reflects professional ethics that are mirrored in McKendree University’s tradition of Christian values.
7. Believes that professional development is essential for growth in teaching, learning, and service.
8. Is committed to a career in education that is based upon lifelong reflection.
9. Values the contextual and interactive roles between the profession and the community.
10. Believes that educators must be effective oral and written communicators.
Supported by the mission of the unit, it is the vision of the Teacher Education Unit at McKendree University that in its preparation of educators who are knowledgeable professionals, caring practitioners, and lifelong learners, the Unit will provide the leadership to enable graduates to meet the ever changing diverse demands placed upon the schools in the region it serves.
Illinois Background Check Procedure
Before any education student participates in a field experience, they must submit to the Field Experience/Certification office an “Affidavit of Moral Character”, a “Request for Criminal Records Check and Authorization”, a fingerprint card administered by an appropriate official, and the background check fee. All candidates for admission to the teacher education program shall have passed a criminal background check conducted by the State of Illinois as a prerequisite requirement.
TB/Tine Test Policy
Proof of a negative TB/Tine test is required before any education student participates in a field experience. This test may be taken and the results read at any private physician’s office or at a public health office. A form signed by the healthcare professional who administered the test stating the date and the result of the test must be given to the Field Experience Coordinator.
Teacher Education Portfolio
All teacher candidates are required to maintain a developmental portfolio in electronic format throughout the program of study. The portfolio contains artifacts that show evidence of each teacher candidate meeting required Illinois Professional, Content, Technology and Core Language Arts Standards in alignment with the McKendree University Conceptual Framework, and accreditation standards.
Portfolios are maintained using the LiveText web-based portfolio and course development program. A McKendree University Portfolio Template is located on the web site and is to be used for the developmental portfolio since it meets McKendree University requirements and needs. The portfolio template may be modified to meet an individual’s particular program needs by adding pages or sections, but template items may not be deleted.
Instructors for each Professional Education course will indicate required items to be included in the portfolio as artifacts. It is the responsibility of the teacher candidate to add artifacts showing that appropriate Content Area standards have been met. In addition, candidates may add other artifacts as desired. The portfolio is to be “shared” with the candidate’s advisor, field supervisor, instructors and cooperating teacher as a Reviewer, not as an editor or viewer. Failure to share the portfolio may result in lowered or incomplete grades resulting from an inability to review and assess the portfolio contents.
The Portfolio is developed by the candidate throughout the program and is reviewed and assessed at the completion of the program. This type of assessment provides for a sustained reflection of candidates’ academic work in a systematic way. The purpose of the Teacher Development program portfolio is to evaluate the achievement of the intended learning standards as established by the division. It is a method of assessment that allows the candidate to demonstrate breadth of knowledge on the program standards. Additional goals of the portfolio include assisting the candidate to understand his/her own learning and to celebrate the achievement of learning.
The Portfolio is assessed at least four times throughout the program in accordance with the Conceptual Framework Assessment Policy. At each assessment point a decision will be made regarding continued enrollment in the program based upon the portfolio and other evidence.
Upon program completion, the teacher candidate should make a copy of the portfolio and revise it to be a Professional Portfolio to be used for employment purposes.
Procedure for admission to student teaching
One year prior to the semester of student teaching, the student will apply to the Teacher Education Unit for admission to student teaching and must complete the following requirements prior to beginning student teaching:
1. Submit an application to be accepted into Student Teaching. Deadlines for submitting applications are: October 1 for student teaching the following fall and March 1 for student teaching the following spring. These should be submitted to the Field Experience Coordinator.
2. Students must have a GPA of 2.75 or better in all coursework attempted. Students who do not meet this GPA requirement may petition the Council on Teacher Education for special consideration.
3. Complete EDUCATION 210 and EDUCATION 309, 310, or 311 and EDUCATION 441/442 and EDUCATION 445/446 for elementary majors or EDUCATION 412 and content methods for secondary/special K-12 majors with favorable comments from public school and clinical supervisors. The Field Component must be in the same major in which the student will be doing student teaching.
4. Complete, prior to Student Teaching, the courses noted below that provide professional background considered necessary before a student receives a student teaching assignment. These courses are:
a) For EDU 495, Student Teaching (Elem.): EDU 115, 210, 401, 309, 329, 350, 358, 360, 430, 441, 442, 444, 445, and PSY 406.
b) For EDU 496, Student Teaching (Sec.): EDU 115, 210, 310, 312, 350, 358, special methods course, and PSY 406.
c) For EDU 497, Student Teaching (Spec.): EDU 115, 210, 311, 312, 350, 358, all methods courses required in major, and PSY 406.
5. Any referral for a Continuous Writing Check (CWC) must be cleared by the Writing Proficiency Committee in the semester preceding student teaching. (Refer to section of catalog stipulating Writing Proficiency Requirement.)
6. Satisfy any grade point requirements for the major.
7. Effective Fall semester 2004 all student teachers must have taken and passed the appropriate Illinois Content Area Test prior to beginning the student teaching experience.
8. Successfully complete the faculty review process without challenges.
9. Receive a majority vote of the Council on Teacher Education for acceptance into Student Teaching.
Student teaching carries 15 credits and is considered a full-time course load. Unless exceptional circumstances prevail, no other courses will be taken with student teaching, and then only with the Education Unit’s knowledge and approval. Transfer students must have completed at least 24 credits of work at McKendree, including a teaching methods course and a field experience, prior to student teaching.
Student Teaching will take place in schools selected by the McKendree University Teacher Education Unit based upon a number of factors that include, but are not limited to, contractual arrangement, distance, quality of experience, compliance with the Unit’s Conceptual Framework and availability of qualified cooperating teachers. Except in extreme circumstances beyond the control of the teacher candidate, student teaching must take place in Illinois within a 25-mile radius of the College. Exceptions to this policy require the approval of the Director of Teacher Education.
Teacher Candidates are not permitted to complete any intensive field experience in a school where relatives of the first or second degree are attending or employed. Teacher Candidates also may not complete any intensive field experience in a school or school district where a relative of the first or second degree is in a position of authority over cooperating clinical teachers (i.e., principal, superintendent, or member of the board of education).
Note: A relative of the first or second degree by consanguinity or affinity includes:
Parent Grandparent Spouse’s Grandchild
Sibling Uncle or Aunt Sibling’s Spouse
Spouse Spouse’s Parent or Sibling Parent’s Spouse
Child Spouse's Child Grandparent’s Spouse
Grandchild Spouse’s Grandparent Grandchild’s Spouse
Teaching Certificate Requirements
McKendree University 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 preparation program on or after July 1, 1999, may, through June 30, 2004, 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. Through June 30, 2004, each Initial Certificate shall be endorsed according to the approved program completed, the coursework presented, and/or the applicable examination(s) passed. Beginning July 1, 2004, endorsements or other designations of teaching fields shall be issued based upon the approved program completed and 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 graduate of McKendree University with a bachelor’s degree who presents certified evidence, accompanied by the Registrar’s recommendation of having successfully completed the requirements noted below. 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).
A. General Education 57-63 crs.
1. Basic Skills 9-11 crs.
FRESHMAN ENGLISH (ENG 111 & 112) (6-8)
SPEECH (SPC 100 or 220) (3)
2. Mathematics and Science 16-17 crs.
(2) MATH COURSES (MTH 142 or higher.) (6)
SCIENCE (Both biological and physical science must
be represented. One class must be a lab class.) (7-8)
COMPUTER SCIENCE (EDU 115) (3)
3. Humanities 18-20 crs.
LITERATURE (3-4)
PHILOSOPHY or RELIGION (3-4)
ETHICS (3)
ART, MUSIC, THEATER or DANCE (6)
(Coursework must be in at least two
of the four areas of visual and performing arts)
U.S. HISTORY (3)
4. Social Sciences 9-10 crs.
AMERICAN GOVERNMENT – NATIONAL (PSI 101) (3)
INTRODUCTION TO PSYCHOLOGY (PSY 153) (3-4)
CROSS CULTURAL STUDIES (3)
5. Health and Physical Development 3-4 crs.
HEALTH (HPE 158) (2-3)
RECREATIONAL ACTIVITIES (1)
(2 different activities – All teacher candidates must complete this requirement)
6. Area of Specialization 18 crs.
In addition to the above requirements, students will choose an 18 hour area of specialization, at least 9 hours of which must be taken at the 300 level or above. These concentrations may include: ART, BIOLOGY, CHEMISTRY, ENGLISH, HISTORY, LITERATURE, MATHEMATICS, MUSIC, PHILOSOPHY, PSYCHOLOGY, POLITICAL SCIENCE and SOCIOLOGY. All work in a single area must be in addition to any coursework already required by the state in that area.
B. PROFESSIONAL EDUCATION (Elementary) 54 crs.
EDU 115 TECHNOLOGY IN THE CLASSROOM
(fulfills General Studies requirement) (3)
EDU 210 FOUNDATIONS OF AMERICAN EDUCATION (3)
EDU 309 METHODS OF TEACHING
IN THE ELEMENTARY SCHOOL (ELEM.) (3)
EDU 329 CHILDREN’S LITERATURE (3)
EDU/PSY 350 EDUCATIONAL PSYCHOLOGY (3)
EDU 358 TESTS AND MEASUREMENTS (3)
EDU 360 MOVEMENT CONCEPTS FOR ELEMENTARY TEACHERS (2)
EDU 401 METHODS OF TEACHING IN FINE ARTS (ELEM.) (3)
EDU 430 METHODS OF TEACHING READING (ELEM.) (3)
EDU 441 METHODS OF TEACHING MATHEMATICS (ELEM.) (3)
EDU 442 METHODS OF TEACHING SCIENCE (ELEM.) (3)
EDU 445 METHODS OF TEACHING LANGUAGE ARTS (ELEM.) (3)
EDU 446 METHODS OF TEACHING SOCIAL SCIENCE (ELEM.) (3)
PSY 406 PSYCHOLOGY OF THE EXCEPTIONAL CHILD (4)
EDU 495 STUDENT TEACHING (ELEM.) (15)
(NOTE: A student must receive a grade of C or better in all professional elementary education courses.)
C. ELECTIVES
Additional credits are electives and must be enough to reach a total of 128 hours (the number required for a degree). This includes additional credits which may be required by the State that are not met by those listed under Parts A and B above.
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 graduate of McKendree University 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).
A. GENERAL EDUCATION 54-60 crs.
1. Basic Skills 9-11 crs.
FRESHMAN ENGLISH (ENG 111 & 112) (6-8)
SPEECH (SPC 100 or 220) (3)
2. Mathematics and Science 18 crs.
(2) MATH COURSES (MTH 131 or higher; MTH 142 recommended) (6)
SCIENCE (7-8)
(Both biological and physical science must be represented.
One class must be a lab class.)
COMPUTER SCIENCE (EDU 115 or MUED 200) (3)
3. Humanities 15-17 crs.
LITERATURE (3-4)
PHILOSOPHY or RELIGION (3-4)
ETHICS (3)
ART, MUSIC, or FINE ARTS (3-4)
U.S. HISTORY (3)
4. Social Sciences 9-10 crs.
AMERICAN GOVERNMENT – NATIONAL (PSI 101) (3)
INTRODUCTION TO PSYCHOLOGY (PSY 153) (3-4)
CROSS CULTURAL STUDIES course (3)
5. Health and Physical Development 3-4 crs.
HEALTH (HPE 158) (2-3)
RECREATIONAL ACTIVITIES (1)
(2 different activities – all teacher Candidates must complete this requirement)
6. Completion of Major Requirements
B. PROFESSIONAL EDUCATION (Secondary) 40 crs.
EDU 115 TECHNOLOGY IN THE CLASSROOM (3)
or
MUED 200 MUSIC CLASSROOM TECHNOLOGY (fulfills General Studies requirement) (3)
EDU 210 FOUNDATIONS OF AMERICAN EDUCATION (3)
EDU 310 METHODS OF TEACHING IN THE SECONDARY SCHOOL (SEC.) (3)
or
EDU 311 METHODS OF TEACHING IN SPECIAL AREAS (K-12) (3)
EDU/PSY 350 EDUCATIONAL PSYCHOLOGY (3)
EDU 358 TESTS AND MEASUREMENTS (3)
PSY 406 PSYCHOLOGY OF THE EXCEPTIONAL CHILD (4)
SPECIAL METHODS IN AREA OF TEACHING MAJOR (3)
EDU 412 READING IN THE CONTENT AREA (3)
EDU 496 STUDENT TEACHING (SEC.) OR EDU 497 (SPE.) (15)
(NOTE: A student must receive a grade of C or better in all professional secondary education courses.)
C. ELECTIVES
Additional credits are electives and must be enough to reach a total of 128 hours (the number required for a degree). This includes additional credits which may be required by the State that are not met by those listed under Parts A and B above.
D. 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 this catalog.
1. Business, Marketing and Computing
2. English Language Arts
3. Mathematics
4. Music
5. Physical Education
6. Science (Biology Emphasis or Chemistry Emphasis)
7. Social Science (History Emphasis [May be completed as a major in History or a major in Social Sciences], Political Science Emphasis, Psychology Emphasis
8. 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) in public schools and is nonrenewable.
McKendree University 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 Art, Music and Physical Education. This certification entitles individuals to teach in grades kindergarten through grade twelve (12) in their major area of concentration (Art, Music or Physical 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 Certificate may be issued by entitlement to any graduate of McKendree University 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.
The general education and professional education course programs leading to the Initial Special K-12 Certificate are identical with those delineated in the requirements for an Initial Secondary Certificate except for the following differences:
1. In lieu of the ordinary methods courses, appropriate methods courses must be completed on elementary and secondary levels. The required methods course for Art is EDU 402. The required methods course for Physical Education is EDU 451. The required methods courses for Music Education are MUED 353, MUED 423, and MUED 424.
2. Students seeking special certification in physical education and art education are required to take EDU 115, 210, 311, 412 and 497. Students seeking special certification in music education are required to take MUED 200, EDU 210, 311, 412 and 497. All field experiences are done at both the elementary and secondary levels.
3. In addition to item one above, the requirements for the teaching majors in Art, Music and Physical Education are those outlined in the Courses of Study section of this catalog under Art, Music Education and Physical Education.
4. The student must be sure to obtain enough additional credits to get the 128 hours required for graduation, and any other degree requirements not met by certification requirements above.
5. Physical Education majors fulfill the core curriculum recreational activities requirement through the professional program.
Major in elementary education
In order to graduate with a major in elementary education, the student must complete EDU 115, 210, 309, 329, 350, 358, 360, 401, 430,