Education

School of Education

Joseph J. Cipfl, Ph.D.;

Interim Chair, School of Education;

jjcipfl@mckendree.edu; (618) 537-6462; Wildy Hall 200

Darryn Diuguid, Ph.D., Instructor of Education

drdiuguid@mckendree.edu; (618) 537-6559; Piper Academic Center 109

Martha Eggers, M.Ed., Assistant Prof. of Education;

meggers@mckendree.edu ; (618) 537-6885; Piper Academic Center 206

George Fero, Ed.D., Professor of Education;
gjfero@mckendree.edu ; (618) 537-6883; Piper Academic Center 202

Bethany Hill-Anderson, Ph.D., Assistant Prof. of Education;

bghill-anderson@mckendree.edu; (618) 537-6953; Piper Academic Center 205

Thomas Jewett, Ph.D., Associate Prof. of Education;

tjewett@mckendree.edu ; (618) 537-6531; Piper Academic Center 207

Timothy Richards, Ph.D., Associate Prof. of Education;

trichards@mckendree.edu ; (618) 537-6887; Piper Academic Center 200

Barbara J. Thomas, M.S., Instructor of Special Education;

bjthomas@mckendree.edu; (618) 537-6552; Clark Hall LL6

Janet Wicker, Ph.D., Assistant Prof. of Education;

jlwicker@mckendree.edu ; (618) 537-6880; Piper Academic Center 208

Illinois Certification Testing Annual Report

As required by law, McKendree College hereby reports the 2003-2004 and 2006-2007 results of the Illinois Certification Testing of its teacher education students.

	2003-2004	2006-2007	2003-2004	2006-2007	2003-2004	2006-2007
Test Field/Category	Number Tested	Number Tested	Number Passed	Number Passed	Pass Rate	Pass Rate
Basic Skills
Basic Skills Test	109	110	109	110	100%	100%
Aggregate	109	110	109	110	100%	100%
Professional Knowledge/Pedagogy
102 APT: Grades K-9	60	60	60	60	100%	100%
103 APT: Grades 6-12	32	38	32	38	100%	100%
104 APT: Grades K-12	8	14	—	14	—	100%
Aggregate	100	112	97	112	97%	100%
Academic Content Areas
003 Elementary/Middle Grades (K-9)	63	1	63	—	100%	—
23 History	5	—	—	—	—	—
24 Social Science	8	—	—	—	—	—
25 English	5	—	—	—	—	—
35 Biological Science	3	—	—	—	—	—
36 Mathematics	2	—	—	—	—	—
48 Art (K-12)	1	—	—	—	—	—
50 Physical Education (K-12)	7	—	—	—	—	—
53 Physical Education (6-12)	—	—	—	—	—	—
105 Science: Biology	—	4	—	—	—	—
106 Science: Chemistry	—	—	—	—	—	—
110 Elementary/Middle Grades	—	59	—	59	—	100%
111 English Language Art	—	7	—	—	—	—
114 Social Science: History	—	7	—	—	—	—
115 Mathematics	—	8	—	—	—	—
163 Special Education General Curriculum	—	1	—	—	—	—
143 Music	—	2	—	—	—	—
144 Physical Education	—	10	—	10	—	100%
145 Visual Arts	—	—	—	—	—	—
Aggregate	94	99	94	99	100%	100%
Other Content Areas
047 Business/Marketing Management	12	—	12	—	100%	—
142 Health Education		1	—	—	—	—
171 Business, Marketing, and Computer Education		11	—	11	—	100%
Aggregate	12	12	12	12	100%	100%
Other Content Areas
155 Learning Behavior Specialist 1	—	1	—	—	—	—
Aggregate	—	1	—	—	—	—

Summary Totals and Pass Rate	109	112	106	112	97%	100%

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 applicants the opportunity to prepare for teaching certification in the State of Illinois. Applicants 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] Political Science Emphasis, Psychology Emphasis) or Visual Arts to teach at the Secondary level. Applicants 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 Teacher Education Unit also believes that candidates 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 diverse school settings help candidates 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 university 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 School of Education Unit at McKendree University to prepare teachers and other education professionals as lifelong learners (analytical abilities, research capabilities, lifelong learning), caring practitioners (creativity, service to community, mutual respect), and knowledgeable professionals (academic excellence, knowledge, analytical abilities, development of the whole person).

Teacher Education Unit Philosophy, Core Beliefs, Purpose and Outcomes:

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 find their 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 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, primary purposes and goals of the Unit are to: (1) prepare educators for P-12 public, private and parochial schools as identified in the units conceptual framework, (2) who display the characteristics identified in dispositions, (3) who are prepared in proficiencies identified by the Unit which meet the expectations 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. 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 IL-CCS 1,4 ISLLC 1,2)

• ‑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 IL-CCS 1,2,3,4,5,6,8,9
ISLLC 1,2,3)

• ‑Integrate theory and practice in design and delivery of lessons.
(INTASC/IPTS 1,4,7,8 IL-CLA 1,2 IL-CTECH 3 IL-CCS 1,3,4 ISLLC 2)

• ‑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 IL-CCS 1,2,3,4,5,6,8,9 ISLLC 1))

• ‑Understand formal and informal assessment and utilizes them to support student development. (INTASC/IPTS 2,3,4,6,8 IL-CAS 3 IL-CCS 2,3,4,5 ISLLC 3)

• ‑Apply appropriate technology, media, and materials in instructional design and practice. (INTASC/IPTS 4,6,8 IL-CTECH 1,3,5,6,8 IL-CCS 3,4 ISLLC 3)

Caring Practitioner

• ‑Respect cultures, values, beliefs, and talents of all people.
(INTASC/IPTS 2,3,5,6,7,8,9 IL-CTECH 4 IL-CCS 2,3,4,5,6,7 ISLLC 2,4,5,6)

• ‑Understand that self-esteem influences achievement.
(INTASC/IPTS 2,5,6,7,8,9,11 IL-CCS 2,3,4,5,6,7 ISLLC 1,2,5)

• ‑Recognize and address cultural differences in communication. (INTASC/IPTS 2,3,5,7,8,9,11 IL-CLA 1,2,3,5 IL-TECH 6 IL-CCS 2,3,5,7 ISLLC 2,4,6)

• ‑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 IL-CCS 3,4,5,6,7,8,9 ISLLC 1,2,3,4)

• ‑Exhibit appreciation of the responsibility of educators.
(INTASC/IPTS 8,10,11 IL-CCS 3,7,8 ISLLC 2,5)

• ‑Apply pedagogical theory to diverse educational settings.
(INTASC/IPTS 2,3,5,6,8 IL-CCS 2,3,5 ISLLC 1,3)

• ‑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 IL-CCS 5,7 ISLLC 3)

• ‑Practice professional ethics which are mirrored in McKendree University’s tradition of Christian values. (INTASC/IPTS 11 ISLLC 2,5,6)

Lifelong Learner

• ‑Understand, apply, and integrate research into teaching and learning. (INTASC/IPTS 4,10 IL-CCS 4,7,8,9 ISLLC 2,3)

• ‑Use various resources and technology as tools for professional growth. (INTASC/IPTS 4,10 IL-CTECH, IL-CAS IL-CCS 4,7 ISLLC 2, 3)

• ‑Possess knowledge of schools as a social and political system.
(INTASC/IPTS 5, 9 ISLLC 1,5 IL-CCS 7,8,9 ISLLC 2,3,4,6)

• ‑Illustrate a commitment to teaching, learning, and service through professional development. (INTASC/IPTS 10, IL-CAS IL-CCS 7,8,9 ISLLC 2,6)

• ‑Recognize that careers in education require lifelong reflection.
(INTASC/IPTS 10, IPTS 11 IL-CCS 7 ISLLC 2,5,6)

• ‑Recognize the contextual and interactive roles between the profession and the
community. (INTASC/IPTS 9 IL-CCS 7,8,9 ISLLC 2,3,4,6)

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. EDU 210 candidates are required to meet gate criteria successfully and subsequent gates through program assessment points that define their progression through the program.

There are four assessment points or Gates for candidates in the program leading to initial certification as required by Illinois Administrative Rules.

Gate 1 ‑Admission to the Teacher Education Program — 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 university 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. Before admission to the McKendree University Teacher Education Program, each applicant must complete the requirements listed below:

· 1. ‑Pass the Illinois Test of Basic Skills.

· 2. ‑Have a minimum cumulative 2.75 G.P.A. for all coursework attempted at all institutions of higher education.

· 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 Finite Math, 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 a criminal background check in all states of residence for the past seven years and submit results of TB 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 in LiveText.

· 9. ‑Successfully complete faculty review process.*

· 10. ‑Receive an affirmative vote by the COTE to admit to the program. 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 year 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 University Supervisor. The assessment 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 university. 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 Faculty 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 university(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 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 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.

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 in all states of residence for the past seven years as a prerequisite requirement.

TB Test Policy

Proof of a negative TB 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 at all institutions of higher education. Students who do not meet this GPA requirement may petition the Council on Teacher Education for special consideration.

3. ‑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, 445, 446, and PSY 406.

b) ‑For EDU 496, Student Teaching (Sec.): EDU 115, 210, 310, 350, 358, 412, content methods course, and PSY 406.

c) ‑For EDU 497, Student Teaching (Spec.): EDU 115, 210, 311, 350, 358, 412, all methods courses required in major, and PSY 406.

4. ‑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.)

5. ‑Satisfy any grade point requirements for the major.

6. ‑All student teachers must have taken and passed the appropriate Illinois Content Area Test prior to beginning the student teaching experience.

7. ‑Successfully complete the faculty review process without challenges.

8. ‑Receive a majority vote of the Council on Teacher Education for acceptance into Student Teaching.

Student teaching carries 14 credits and must be taken with EDU 498 (1 hour). These 15 hours will be is considered a full-time course load. 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. Unless exceptional circumstances prevail, no other courses will be taken with student teaching, and then only with the Education Unit’s knowledge and approval.

Student Teaching is to be considered a full-time commitment by teacher candidates in the same manner as though it were full-time employment. Teacher Candidates enrolled in student teaching are required to follow the schedule of the respective school and cooperating teacher. This includes the specified workday, required activities beyond the school day, planning, preparation, grading, conferences, etc. Thus, teacher candidates are not permitted to participate in any university or employment related activity that interferes with the requirements of student teaching. If any extra-curricular activities or responsibilities interfere with a student teacher’s abilities to fulfill student teaching obligations in a satisfactory manner, the student teacher will be given the option of ceasing participation in the extra-curricular activities or postponing student teaching until a later semester when the student teacher can devote the required time and energy. Teacher education candidates participating in any intercollegiate activities such as athletic teams, non-athletic teams, band, etc., are advised to arrange for the student teaching semester to take place when the activity is not in season. Candidates who are unable to arrange schedules for student teaching to take place outside of the season of the sport or activity may student teach only with the permission of the Council of Teacher Education (COTE). If permission is granted, it is required that the candidate follow all policies of student teaching and thus may not leave the school site early for any reason related to the sport or activity to include competition, practice or travel. Candidates may not make any individual arrangements with cooperating teachers or university supervisors regarding this policy. If participation in the sport or activity with permission is negatively impacting student teaching performance, the candidate may be removed from the student teaching assignment.

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 university. 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 program 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. Each Initial Certificate shall be endorsed according to the approved program completed, the coursework presented, and/or the applicable examination(s) passed. A remediation plan will be individually developed for any candidate who has not passed one or more of the required tests. This plan will be developed by the candidate and advisor and may include, as examples, additional courses, tutoring, referral to the writing center, etc. Candidates who do not pass the tests are also advised to seek assistance through the McKendree Academic Support Center for the area(s) of the test with low scores.

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 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 (5-6)

(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, FRENCH, GENERAL SCIENCE, GERMAN, HISTORY, LITERATURE, MATHEMATICS, MUSIC, PHILOSOPHY, PSYCHOLOGY, POLITICAL SCIENCE, SOCIAL SCIENCES (coursework in two or more areas – Anthropology, Economics, Geology, History, Political Science, Psychology, Sociology) SOCIOLOGY, and SPANISH. All work in a single area must be in addition to any coursework already required by that area to meet General Studies requirements.

B. PROFESSIONAL EDUCATION (Elementary) 54 crs.

EDU 115 TECHNOLOGY IN THE CLASSROOM (3)

(fulfills General Studies requirement)

EDU 210 FOUNDATIONS OF AMERICAN EDUCATION (3)

EDU 309 METHODS OF TEACHING (3)

IN THE ELEMENTARY SCHOOL (ELEM.)

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.) (14)

EDU 498 PORTFOLIO ASSESSMENT (1)

(NOTE: A student must receive a grade of C or better in all professional 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 220) (3)

2. Mathematics and Science 18 crs.

(2) MATH COURSES (MTH 142 or higher) (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)

MUED 200 MUSIC CLASSROOM TECHNOLOGY (3)

(fulfills General Studies requirement)

EDU 210 FOUNDATIONS OF AMERICAN EDUCATION (3)

EDU 310 METHODS OF TEACHING (3)

IN THE SECONDARY SCHOOL (SEC.)

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.) (14)

EDU 498 PORTFOLIO ASSESSMENT (1)

(NOTE: A student must receive a grade of C or better in all professional education courses.)

C. ELECTIVES

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. ‑Health Education

4. ‑Mathematics

5. ‑Music

6. ‑Physical Education

7. ‑Science (Biology Emphasis or Chemistry Emphasis)

8. ‑Social Science (History Emphasis [May be completed as a major in History or a major in Social Sciences], Political Science Emphasis, Psychology Emphasis)

9. ‑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 Visual Arts, Music and Physical 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). 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).

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, 497 and 498. Students seeking special certification in music education are required to take MUED 200, EDU 210, 311, 412, 497 and 498. 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 Visual Arts, Music and Physical Education are those outlined in the Courses of Study section of this catalog under Art Education, 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, 441, 442, 445, 446, 495, 498 and PSY 406 with a cumulative grade point average of at least 2.75. A student must receive a grade of C or better in all professional elementary education courses.

The sequence of courses for the major in elementary education

once the student is admitted into the Teacher Education Program is as follows:

First Semester: EDU 309 and 358, Second Semester: EDU 441 and 442,

Third Semester: EDU 430, 445 and 446, Fourth Semester: EDU 495 and EDU 498.

Certification in secondary education

In order to graduate with certification in secondary or Special (K -12) education, the student must complete EDU 115, 210, 310 (Sec.) or 311 (Spe.), 350, EDU 358, Content Methods in Area of Teaching Major, EDU 412, 496 (Sec.) or 497 (K-12), 498 and PSY 406 with a cumulative grade point average of at least 2.75. A student must receive a grade of C or better in all professional education courses.

Middle school endorsement (Grades 5-8)

Teachers with either elementary or secondary education certificates who wish to teach in departmentalized grade 5 through grade 8 must complete additional coursework in the nature and needs of early adolescents and middle school philosophy, curriculum and instructional methods.

The Minimum Requirements for Teachers of Middle Grades are:

1. ‑Eighteen (18) semester hours in the subject matter area of major teaching assignment (e.g., language arts, mathematics, general science, social science, music, etc.). Where a middle grade teacher is assigned to a position equally divided between delivering instruction in two areas (e.g., English and Social Science, or Mathematics and Science) the teacher shall meet the requirements of this section for one area and not less than 9 semester hours in the other area.

In addition:

2. ‑The equivalent of 3 semester hours of specific coursework in the middle school philosophy, middle school curriculum, and instruction and instructional methods for designing and teaching developmentally appropriate programs in middle schools including content area reading instruction. (EDU 403. Middle School: Philosophy and Practices)

3. ‑The equivalent of 3 semester hours of specific coursework in educational psychology focusing on the developmental characteristics of early adolescents, the nature and needs of early adolescents, and the advisory role of the middle grade teacher in assessing, coordinating and referring students to health and social services. (EDU/PSY 404. Early Adolescents and Schooling)

Driver’s Education Endorsement

In order to receive an endorsement in Driver’s Education the following must be met: 1) current teacher’s certification OR current enrollment in the Teacher Education Program at McKendree University; 2) completion of EDU 417/517 Safety Education/Crash Prevention, EDU 418/518 Introduction to Driver Education, and EDU 419/519 Advanced Driver Education; and 3) 8 semester hours chosen from two or more of the following areas: general safety, including traffic and industrial safety; advanced psychology and sociology; first aid and health education; and instructional materials. The student must earn a grade of “C” or better in the above EDU courses.

Educational Studies

This major is especially appropriate for students with a broad interest in educational matters; in educational departments of hospitals, correctional institutions, museums, zoos, mental institutions, and churches; or for those with a specialization in one of the disciplines with an obvious relationship to a particular career, e.g., art history or biology and outdoor education. The major is independently based and the student with his/her advisor will develop a course of study which emphasizes course work appropriate to the academic/professional goals of the student for a career as an educator in a non-school setting.

The program is not intended to have a narrow vocational focus. Rather, it is designed with the recognition that the liberal arts can be related to the real world of informed citizenship as well as can provide the context within which numerous careers in education are developed.

A. General Education 57-63 crs.

1. Basic Skills 9-11 crs.

FRESHMAN ENGLISH (ENG 111 & 112) (6-8)

SPEECH (SPC 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 (7-8)
represented. One class must be a lab class.)

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.

B. PROFESSIONAL EDUCATION 27 crs.

EDU 115 TECHNOLOGY IN THE CLASSROOM (3)

(fulfills General Studies requirement)

EDU 210 FOUNDATIONS OF AMERICAN EDUCATION (3)

EDU 309 METHODS OF TEACHING IN THE ELEMENTARY SCHOOL (3)

EDU 329 CHILDREN’S LITERATURE (3)

EDU/PSY 350 EDUCATIONAL PSYCHOLOGY (3)

EDU 360 MOVEMENT CONCEPTS FOR ELEMENTARY TEACHERS (2)

EDU 401 METHODS OF TEACHING IN FINE ARTS (ELEM.) (3)

PSY 406 PSYCHOLOGY OF THE EXCEPTIONAL CHILD (4)

EDU 494 INTERNSHIP IN EDUCATIONAL SERVICES (3)

C. ELECTIVE COURSES 24-28 crs.

ACC 261 PRINCIPLES IN ACCOUNTING I (4)

BIO 299 PRACTICUM IN BIOLOGY (1-3)

CSI 120 INTRODUCTION TO COMPUTERS (3)

(WORD, ACCESS, EXCEL)

ECO 211 PRINCIPLES IN MICROECONOMICS (3)

HPE 214 INTRODUCTION TO HEALTH CONCEPTS (3)

HPE 312 PROGRAMS IN COMMUNITY HEALTH (3)

JRN 237 INTRODUCTION TO MASS COMMUNICATION (3)

JRN 251 NEWSPAPER WRITING (3)

JRN 272 NEWSPAPER DESIGN AND LAYOUT (3)

MGT 204 PRINCIPLES OF MANAGEMENT (3)

MGT 334 HUMAN RESOURCES MANAGEMENT (3)

MGT 354 MANAGEMENT COMMUNICATION (3)

ENG 360 TECHNICAL WRITING (3)

MUS 350 MUSIC AND THE DEVELOPING CHILD (3)

MUS 367 MUSIC OF THE CHURCH (3)

PSY 259 CHILD AND ADOLESCENT PSYCHOLOGY (4)

SOC 190 INTRODUCTION TO SOCIAL WORK (3)

SOC 279 COMMUNITY ACTION/ORGANIZATION (3)

PSY 405 INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY (3)

SPC 310 BUSINESS AND PROFESSIONAL PRESENTATION (3)

SPC 351 ORGANIZATIONAL COMMUNICATION (3)

SPC 370 TRAINING AND DEVELOPMENT (3)

SPC 375 GENDER AND COMMUNICATION (3)

Other courses may be substituted with approval of the advisor, Chair of the Division of Education, Health and Human Performance, and Provost.

This major requires a minimum of 30 upper level hours (9 in the area of specialization and 21 in professional education).

COURSE DESCRIPTIONS

With the exception of EDU 115, EDU 210, EDU 329, and EDU 350, admission to the Teacher Education Program is a prerequisite for all courses listed below. A student must have a GPA of at least 2.75 in all coursework attempted to register for any of the Professional Education courses with the exception of EDU 115, 210 and EDU 329.

EDU 115 TECHNOLOGY IN THE CLASSROOM (3)

This course provides an overview of computer applications and models of educational technology uses for the classroom. Students will be able to integrate the use of technology in the K-12 curriculum. Course activities include the use of word processing, spreadsheet, and presentation programs, educational software, and Internet research. This course includes two lecture and two lab hours. This course fulfills the general studies technology requirement only for teacher education students. Each semester.

EDU 210 FOUNDATIONS OF AMERICAN PUBLIC EDUCATION (W) (3)

This course is an introduction to the foundations of American education and the profession of teaching. School organization, history and philosophy of education, and legal issues are explored through classroom discussion and direct observation in K-12 school settings. This course includes a 24 hour eight-week field component that requires weekly observations in assigned school settings. Prerequisite: Sophomore standing and completion of ENG 112. Each semester.

EDU 309 ‑METHODS OF TEACHING
IN ELEMENTARY SCHOOLS (ELEMENTARY) (3)

This course prepares elementary school teachers with strategies to organize classes and foster learning. These include effective teaching models, classroom management strategies, teacher expectations, research, inquiry learning, learning and teaching styles, development of lessons and strategies to meet the Illinois Goals and Assessment Program, parent involvement strategies, and conflict resolution models. A 36 hour six-week field experience is a course requirement. Prerequisite: Admission to Teacher Education. Prerequisite or Corequisite: Enrollment in EDU 358. Each semester.

EDU 310 ‑METHODS OF TEACHING
IN SECONDARY SCHOOLS (SECONDARY) (3)

This course prepares middle and secondary school teachers with strategies to organize classes and foster learning. These include effective teaching models, classroom management strategies, teacher expectations, research, inquiry learning, learning and teaching styles, development of lessons and strategies to meet the Illinois Goals and Assessment Program, parent involvement strategies, and conflict resolution models. A 36 hour six-week field experience is a course requirement. Prerequisite: Admission to Teacher Education. Prerequisite or Corequisite: Enrollment in EDU 358. Each semester.

EDU 311 ‑METHODS OF TEACHING
IN SPECIAL AREAS (SPECIAL K-12) (3)

This course prepares teachers in Special K-12 content areas with strategies to organize classes and foster learning. These include effective teaching models, classroom management strategies, teacher expectations, research, inquiry learning, learning and teaching styles, development of lessons and strategies to meet the Illinois Goals and Assessment Program, parent involvement strategies, and conflict resolution models. A 36 hour six-week field experience is a course requirement. Prerequisite: Admission to Teacher Education. Prerequisite or Corequisite: Cnrollment in EDU 358. Each semester.

EDU 329 CHILDREN’S LITERATURE (3)

A study of the types of children’s literature and their uses as a foundation for literacy and curriculum in the elementary classroom. Students learn to critically read, analyze, and interpret literature; to use a reader response approach to engage children with literature; and to use a wide variety of print and electronic resources to find information about books, authors, illustrators, and curriculum applications. Many examples of literature are read and responded to with particular emphasis on books that have received the Newbery, Caldecott, Coretta Scott King, or other significant awards. Authors and illustrators from culturally and ethnically diverse backgrounds are included in these studies. Corequisite: Concurrent enrollment in EDU 210. Each semester.

EDU 350 EDUCATIONAL PSYCHOLOGY (3)

An examination of the major theories of teaching, learning, classroom management strategies, assessing student variability and cultural diversity. Students explore the practical applications of the major theories at the elementary, middle school and secondary school levels. Same as PSY 350. Prerequisite for all majors: PSY 153 and junior standing. Each semester.

EDU 355 PSYCHOLOGY OF INSTRUCTIONAL STRATEGIES (3)

An examination of a variety of instructional strategies, the purposes they serve, and the psychological foundations on which they were formulated. There is an emphasis on the way in which these strategies interact with cognitive thinking, personality preferences, course content, and learning styles. Same as PSY 355. As needed.

EDU 358 TESTS AND MEASUREMENTS (3)

Classroom application of theory relating to the foundations of testing and measurement. Includes instructional objectives, cognitive taxonomy, test construction, analysis and reporting of test results, basic educational statistics, and performance-based assessment and the use of tests and assessments in education. Strategies to meet the needs of the culturally different student will be addressed. Corequisite: Enrollment in EDU 210 or EDU 309/310/311. Each semester.

EDU 360 MOVEMENT CONCEPTS FOR ELEMENTARY TEACHERS (2)

This course provides elementary education majors with exposure to movement and physical fitness concepts as well as to types of individual and team activities which help elementary students develop active life styles and an improved quality of life. Prerequisite: Admission to the Teacher Education Program. Each semester.

EDU 380-389 TOPICS IN EDUCATION (1-3)

This course addresses special topics in education that are not ordinarily covered by other courses offered by the division. Courses offered may include current issues in education such as assessment, evaluation, gifted education, multi-cultural diversity, etc. Prerequisite: Admission to the Teacher Education Program or consent of the instructor. As needed.

EDU 401 METHODS OF TEACHING FINE ARTS (ELEMENTARY) (3)

This course prepares students with the understanding, concepts, techniques and materials of the visual arts, music, drama and dance. Students understand the cultural dimensions of the arts and the interrelationships among the art forms. Students are given the tools to promote artistic development, appreciation and performance. Students will be able to use various tools, including technology, to create, analyze and perform works of art. Prerequisite: EDU 309, Completion of General Studies Fine Arts Requirement and Admission to the Teacher Education Program. Each semester.

EDU 402 METHODS OF ART EDUCATION (SPECIAL K-12) (3)

This course is designed to introduce the prospective art teacher to the methods and materials used in art instruction in grades K-12. Sequential development of skills in various media and appreciation of artistic expression is emphasized. Teaching strategies and behavior management programs will be shared. Ways to approach instruction for the culturally diverse student and exceptional child are discussed and demonstrated. This course should be taken during the semester preceding student teaching. Prerequisite: EDU 311, Admission to the Teacher Education Program. Fall semester.

EDU 403 MIDDLE SCHOOL: PHILOSOPHY AND PRACTICES (3)

Examines ideas and practices pertaining to middle school teachers. Required course for the Illinois middle school endorsement on elementary and/or secondary certificate. Focuses on middle school philosophy, curriculum and instruction, and current practices. Includes instructional methods for designing and teaching developmentally appropriate content programs in middle schools including content area reading instruction. Examines organization and scheduling procedures as well as team teaching components. Complements knowledge acquired from methods courses and examines their application to middle school ideas and practices or upper elementary grades and junior high schools. Scheduled visits to area middle schools may be included as part of the course activities. Prerequisite: Admission to the Teacher Education program. Each semester.

EDU 404 EARLY ADOLESCENTS AND SCHOOLING (W) (3)

Focuses on the developmental characteristics of early adolescents, the nature and needs of early adolescents. Includes the advisory role of the middle grade (5-8) teacher in providing appropriate guidance as well as in assessing, coordinating and referring students to health, social services and other related services. Study the development of youth of the middle school grades (5-8) and ages (10-14). Required course for the Illinois middle school endorsement on elementary and/or secondary certificate. Complements the knowledge acquired from Education 350 Educational Psychology and Psychology 406 Psychology of the Exceptional Child. Same as PSY 404. Prerequisite for Education majors: Admission to the Teacher Education Program, PSY 153, and junior standing. Each semester. (NOTE: EDU 404 meets one of the two I.S.B.E. requirements for the Middle School Endorsement. PSY 404 may be applied as part of a psychology major or concentration. This cross-listed course cannot be counted for both areas.)

EDU 407 WORKSHOPS (1)

An intensive course for 5 days (or equivalent) presented by guest instructors and regular staff members. Does not count toward a major. As needed.

EDU 412 ‑METHODS OF TEACHING READING IN THE
CONTENT AREA (SECONDARY/SPECIAL K-12) (3)

This course focuses on methods to enable interaction with content texts. Emphasis is on strategies for teaching vocabulary, concepts, comprehension, reasoning, and organization in specialty subject areas at the secondary and special (K-12) levels. Prerequisite: Admission to the Teacher Education Program. Corequisite: Concurrent enrollment in appropriate content area teaching methods course.

EDU 417 SAFETY EDUCATION/CRASH PREVENTION (3)

This course is designed to examine safety issues in modern society. Various safety considerations will be discussed with emphasis given to vehicle safety issues and crash prevention. Prerequisite: Admission to the Teacher Education Program. Summer.

EDU 418 INTRODUCTION TO DRIVER EDUCATION (3)

This course will present the content for the classroom phase of Driver Education as well as materials and methods for instruction. Prerequisite: Admission to the Teacher Education Program. Summer.

EDU 419 ADVANCED DRIVER EDUCATION (2)

This course will have a 15 hour behind-the-wheel (BTW) observation requirement with a qualified
driver education instructor. Methods for BTW instruction using dual control vehicle in variety of driver training lessons. Prerequisite: Admission to the Teacher Education Program and EDU 417 and 418. Summer.

EDU 430 METHODS OF TEACHING READING (ELEMENTARY) (W) (3)

This course is designed to familiarize future teachers with the theoretical background, research base, and practical information needed to provide for a balanced perspective in the teaching of reading. Students will learn and practice the major approaches to reading instruction and assessment. Emergent literacy and content area reading strategies will be included. Methods for adapting instruction for the exceptional, disadvantaged and culturally different child will be included. A field experience is required for this course. Prerequisite: Admission to the Teacher Education Program and EDU 441 and 442. Corequisite: Concurrent enrollment in EDU 445/446 block. Each semester.

EDU 441 METHODS OF TEACHING MATHEMATICS (ELEMENTARY) (3)

Students will learn and practice the basic techniques of teaching mathematics to children in grades K-6. Diagnostics, remediation, and sequential development of concepts will be stressed. Effective use of instructional materials, including the computer and calculator, will be emphasized. Methods of teaching mathematics to the exceptional, disadvantaged, and culturally different child will be included. Prerequisite: Admission to the Teacher Education Program and EDU 309. Corequisite: Concurrent enrollment in EDU 442. Each semester.

EDU 442 METHODS OF TEACHING SCIENCE (ELEMENTARY) (3)

Students will examine the basic areas of physical and biological science through inquiry, experimentation and demonstrations that can be used in the elementary classroom to explore scientific concepts. Methods of teaching science to the exceptional, disadvantaged, and culturally different child will be included. Prerequisite: Admission to the Teacher Education Program and EDU 309. Corequisite: Concurrent enrollment in EDU 441. Each semester.

EDU 445 METHODS OF TEACHING LANGUAGE ARTS (ELEM) (3)

This course acquaints teacher candidates with the theory and practice of the elementary language arts through exploration of instructional strategies for communication skills: listening, speaking, reading, and writing. An emphasis on developing certain strategies for oral and written language across the curriculum through theme cycles is emphasized. Technology, and multicultural infusion are stressed. Strategies for teaching these subject areas to the exceptional, disadvantaged and culturally different child are included. Prerequisite: Admission to the Teacher Education Program and EDU 441 and 442. Corequisite: Concurrent enrollment in EDU 446 and EDU 430. A 48 hour eight-week field experience for the EDU 445/446 block is a course requirement. Each semester.

EDU 446 METHODS OF TEACHING SOCIAL SCIENCE (ELEM) (3)

This course is designed to introduce teacher candidates to social science education in the elementary school. Through a variety of models, with an emphasis on the discovery methods, candidates will explore various techniques of teaching social sciences. Candidates will discover strategies for problem solving using guided research, technology, questioning processes, and trial and error methods by exploring a social or community issue. Prerequisite: Admission to the Teacher Education Program and EDU 441 and 442. Corequisite: Concurrent enrollment in EDU 445 and EDU 430. A 48 hour eight-week field experience for the EDU 445/446 block is a course requirement. Each semester.

EDU 451 METHODS OF TEACHING PHYSICAL EDUCATION (K-12) (3)

Physical Education candidates develop knowledge and skills for planning, implementing and evaluating appropriate effective physical education progressions and programs for grades K-12. The course will focus on knowledge skills related to effective instructional strategies, efficient management and organizational principals, and motivational techniques specific to teaching physical education. Does not count toward a major in Physical Education. This course is to be taken concurrently with EDU 312 Methods of Teaching Reading (SEC), preferably during the semester preceding student teaching. A 48 hour eight-week field experience is a course requirement. Prerequisite: EDU 311, Admission to the Teacher Education Program. Corequisite: Concurrent enrollment in EDU 412 Methods of Teaching Reading in the Content Area (Secondary/Special K-12). Annually, Fall.

EDU 452 METHODS OF TEACHING SCHOOL HEALTH (6-12) (3)

An introduction to current teaching methods, strategies, and materials for use in grades 6-12 health education. Instructional strategies appropriate for the exceptional, disadvantaged, and culturally different learner are included. A 48 hour eight-week field experience is a course requirement. Prerequisite: HPE 158, Admission to the Teacher Education Program.

EDU 471 ‑METHODS OF TEACHING
SOCIAL STUDIES (SECONDARY) (3)

A discussion of current methods, trends and concepts in teaching the social sciences. Emphasis is given to the development of appropriate objectives and to reviewing curricular and instructional materials for teaching of the disciplines of the social sciences. Required of all teaching majors in history and social science. Instructional methods appropriate for the exceptional, disadvantaged, and culturally different learner will be included. Knowledge of and appreciation for cultural diversity is stressed. Does not count toward a major, and cannot be used to satisfy a core curriculum requirement. This course should be taken during the semester preceding student teaching. A 48 hour eight-week field experience is a course requirement. Prerequisite: Admission to the Teacher Education Program. Concurrent enrollment in EDU 412/512 Methods of Teaching Reading in the Content Area (Secondary/Special K-12).

EDU 472 METHODS OF TEACHING SCIENCE (SECONDARY)

A review of current teaching methods and strategies of science programs at the secondary level. Emphasis is placed upon inquiry approaches and appropriate curricular and instructional materials. Required of all teaching majors in Science Education. Instructional methods appropriate for the exceptional, disadvantaged, and culturally different learner are included. Does not count toward a major in the sciences or the core curriculum requirement in science. This course is to be taken concurrently with EDU 412/512 Methods of Teaching Reading (SEC), preferably during the semester preceding student teaching. A 48 hour eight-week field experience is a course requirement. Prerequisite: Admission to the Teacher Education Program. Concurrent enrollment in EDU 412/512 Methods of Teaching Reading in the Content Area (Secondary/Special K-12).

EDU 473 METHODS OF TEACHING MATHEMATICS (SECONDARY)

An introduction to current methods, concepts and curricular materials appropriate for use in secondary mathematics. Required of all teaching majors in mathematics. Instructional methods appropriate for the exceptional, disadvantaged and culturally different learner are included. Does not count toward a mathematics major. May not be used as a core curriculum requirement for graduation. This course should be taken during the semester preceding student teaching. A 48 hour eight-week field experience is a course requirement. Prerequisite: EDU 310, Admission to the Teacher Education Program. Concurrent enrollment in EDU 412 Methods of Teaching Reading in the Content Area (Secondary/Special K-12). Annually, Fall.

EDU 474 METHODS OF TEACHING MATHEMATICS (GRADES 6-8)

Introduction to and practice of current methods, concepts and curricular materials appropriate for use in middle school mathematics. Emphasis is placed on implementing goals of the NCTM Standards. Includes use of calculators, computers, and manipulatives as tools for learning mathematics. Methods of instructing the exceptional, disadvantaged, and culturally different child are also included. Required for a Middle School Mathematics endorsement, but does not count toward a major or area of specialization and cannot be used for meeting core curriculum requirements. Prerequisite: EDU 309, Admission to the Teacher Education Program. Annually, Fall.

EDU 475 METHODS OF TEACHING ENGLISH (SECONDARY) (3)

A survey of appropriate methods and materials useful in teaching English in the secondary schools including: evaluation of written compositions and an introduction to current approaches to literary analysis. The students will develop at least one teaching unit. Instructional methods appropriate for the exceptional, disadvantaged, and culturally different learner are included. Required of all teaching majors in English. Does not count toward the English major, and may not be used to satisfy a core curriculum requirement. This course should be taken during the semester preceding student teaching. A 48 hour eight-week field experience is a course requirement. Prerequisite: EDU 310, Admission to the Teacher Education Program. Concurrent enrollment in EDU 412 Methods of Teaching Reading in the Content Area (Secondary/Special K-12). Annually, Fall.

EDU 476 ‑METHODS OF TEACHING BUSINESS
AND MARKETING (SECONDARY) (3)

Special emphasis on current methods, problems, and trends in teaching business, as evidenced in current journals and appropriate curricula, and on instructional materials. Required of all teaching majors in business education. Instructional methods appropriate for the exceptional, disadvantaged, and culturally different learner are included. This course should be taken during the semester preceding student teaching. A 48 hour eight-week field experience is a course requirement. Prerequisite: EDU 310, Admission to the Teacher Education Program. Concurrent enrollment in EDU 412 Methods of Teaching Reading in the Content Area (Secondary/Special K-12). As needed.

EDU 480-489 TOPICS IN EDUCATION (1-3)

EDU 494 INTERNSHIP IN EDUCATIONAL SERVICES (3)

Practical experience applying professional field work skills in an appropriate work environment. Limited to Educational Studies majors. Must be taken during the final semester of the program. Each semester.

EDU 495 STUDENT TEACHING (ELEMENTARY) (14)

Field experience in a selected classroom of local elementary schools under the guidance and supervision of an experienced teacher and clinical supervisor. Full-time student teaching for fall or spring session (16 weeks). Prerequisite: Completion of all coursework and admission to Student Teaching. Each semester.

EDU 496 STUDENT TEACHING (SECONDARY) (14)

Field experience in a selected classroom of local secondary schools under guidance and supervision of an experienced teacher and the clinical supervisors. Full-time student teaching for fall or spring session
(16 weeks). Prerequisite: Completion of all coursework and admission to Student Teaching. Each semester.

EDU 497 ‑STUDENT TEACHING (SPECIAL: ART,
MUSIC or PHYSICAL EDUCATION) (14)

Field experience in selected schools under the guidance and supervision of experienced teachers and clinical supervisors. Full-time student teaching for the fall or spring session with time divided equally between elementary and secondary schools (8 weeks each). Prerequisite: Completion of all coursework and admission to Student Teaching. Each semester.

EDU 498 PORTFOLIO ASSESSMENT (1)

Candidates submit the final teacher education portfolio. Materials are reviewed in light of required McKendree University and Illinois standards for initial teaching certification. Concurrent enrollment: EDU 495, 496, or 497. Each semester.