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Home > Current Students > Academic Information > 2007 - 2008 Catalog > Education, Health and Human Performance
Education, Health and Human Performance
Education, Health and Human Performance
George Fero, Ed.D., Professor of Education;
Chair, Division of Education, Health, and Human Performance;
gjfero@mckendree.edu; (618) 537-6883; Piper Academic Center 202
Martha Eggers, M.Ed., Assistant Prof. of Education;
meggers@mckendree.edu; (618) 537-6885; Piper Academic Center 206
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
Nancy Stewart, M.A., Instructor of Education;
nlstewart@mckendree.edu; (618) 537-6925; Piper Academic Center 205
Janet Wicker, Ph.D., Assistant Prof. of Education;
jlwicker@mckendree.edu; (618) 537-6880; Piper Academic Center 208
Yancy C. von Yeast,, Ph.D., Assistant Prof. of Special Education;
Clark Hall LL6
Illinois Certification Testing Annual Report
As required by law, McKendree College hereby reports the 2002-2003 and 2005-2006
results of the Illinois Certification Testing of its teacher education students.
2002-2003 2005-2006 2002-2003 2005-2006 2002-2003 2005-2006
Number Number Number Number Pass Pass
Test Field/Category Tested Tested Passed Passed Rate Rate
Basic Skills
Basic Skills Test 85 83 85 83 100% 100%
Aggregate 85 83 85 83 100% 100%
Professional Knowledge / Pedagogy
102 APT: Grades K–9 — 40 — 40 — 100%
103 APT: Grades 6–12 — 34 — 34 — 100%
104 APT: Grades K–12 — 11 — 11 — 100%
Aggregate — 85 — 85 — 100%
Academic Content Areas
03 Elementary/Middle Grades (K–9) 44 1 43 — 98% —
23 History 3 — — — — —
24 Social Science 8 1 — — — —
25 English 4 — — — — —
35 Biological Science 4 — — — — —
36 Mathematics 4 — — — — —
48 Art (K–12) — — — — — —
50 Physical Education (K–12) 12 — 12 — 100% —
53 Physical Education (6–12) 2 — — — — —
105 Science: Biology — 2 — — — —
106 Science: Chemistry — 1 — — — —
110 Elementary/Middle Grades — 39 — 39 — 100%
111 English Language Art — 4 — — — —
114 Social Science: History — 12 — 12 — 100%
115 Mathematics — 4 — — — —
143 Music — 1 — — — —
144 Physical Education — 9 — — — —
145 Visual Arts — 1 — — — —
Aggregate 81 76 79 76 98% 100%
Other Content Areas
047 Business/Marketing Management 4 2 — — — —
142 Health Education — 1 — — — —
171 Business, Marketing,
and Computer Education — 5 — — — —
Aggregate 4 8 — — — —
Summary Totals & Pass Rate 86 85 84 85 98% 100%
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EDUCATION, HEALTH & HUMAN PERFORMANCE 75
McKendree
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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 College 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.
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 College 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 College to prepare
teachers and other education professionals as lifelong learners, caring practitioners,
and knowledgeable professionals.
The mission of the Teacher Education Unit at McKendree College 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 College.
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 College’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 College 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.
Teacher Education Unit Philosophy, Core Beliefs, Purpose and Outcomes:
The philosophy of the Teacher Education Unit at McKendree College 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 College uses an experiential approach
that enables teacher candidates to increase their ability to grow and adapt to a constantly
changing and dynamic society.
it prepares:
The Teacher Education Unit believes that educators
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.
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
Are active members of the community.
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EDUCATION, HEALTH & HUMAN PERFORMANCE 77
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 College
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.
goal is to prepare candidates who meet these outcomes and proficiencies:
In light of this, the Unit purpose and
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 College’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)
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• 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 College 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
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.
Teacher Education Program, each applicant must complete the requirements
listed below:
— Minimum requirementsBefore admission to the McKendree College
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.
Finite Math, with a grade of C or higher.
Complete two Mathematics courses, one must be at least at the level of
5.
and EDU 115 (Technology in the Classroom) or MUED 200
(Music Classroom Technology), both with a grade of C or higher.
Complete EDU 210 (Foundations of American Education)
6.
for the past seven years and submit results of TB TINE Test.
Successfully complete a criminal background check in all states of residence
7.
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)
Portfolio Evaluation and Dispositions Evaluations by instructor of EDU
8.
Complete the Application for Admission in LiveText.
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EDUCATION, HEALTH & HUMAN PERFORMANCE 79
9.
Successfully complete faculty review process.*
10.
Candidates may be permitted to continue in selected professional
education courses with conditions for one semester.
Receive an affirmative vote by the COTE to admit to the program.
Gate 2 Pre-Student Teaching Assessment
Teaching each Candidate is assessed a second time.
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:
— Prior to enrolling in StudentThe following assessments
1.
Maintain minimum 2.75 G.P.A. in all coursework attempted (Advisor)
2.
Pass appropriate Illinois Content Area Examination (Field Exp. Office)
3.
(Advisor)
Complete Professional Education courses with a grade of C or higher
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.
to enroll in Student Teaching
Approval by COTE to permit or not permit candidate
Gate 3 (Required by Illinois State Board of Education): Completion of
Student Teaching
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 proficient level must be attained by the
candidate in all domains assessed. The evaluation is submitted to the Field
Experiences Office via LiveText and becomes part of the Candidate’s file.
— Upon completion of Student Teaching Candidates
Gate 4 Prior to Entitlement for Certification and Program Completion
Candidates undergo a final assessment prior to recommendation for entitlement
by the College.
evaluators listed below and submitted to the Field Experience/
Certification Office with a recommendation to either submit for entitlement
or not submit for entitlement:
—The following assessments are completed by the appropriate
1.
Maintain minimum 2.75 G.P.A. in all coursework attempted (Advisor)
2.
(Field Experience Office)
Pass Illinois Assessment of Professional Teaching Examination
3.
Complete all Professional Education courses with a grade of C or higher
4.
(College Supervisor and Advisor)
Portfolio evaluation and Dispositions Evaluations
5.
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
Approval by COTE to permit or not permit candidate for entitlement
McKendree
C O L L E G E — 2 0 0 7 / 2 0 0 8 80 .
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.
education, denial of student teaching, or denial of entitlement, the Director
shall convene an impartial hearing panel consisting of the following members:
If a Candidate is recommended for removal from teacher
1.
(votes only in the case of a tie)
The Director of Teacher Education – Chair of Hearing Panel
2.
A Faculty member outside of Teacher Education
3.
then another member of the Teacher Education faculty shall serve)
The Candidate’s Advisor (unless the Advisor is making the recommendation,
4.
A Practicing Teacher
5.
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.
A Teacher Candidate seeking the same certification level
*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.
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EDUCATION, HEALTH & HUMAN PERFORMANCE 81
Criteria for Dispositions Evaluations:
The dispositions of a candidate completing the program are grounded in the mission of
McKendree College.
A graduate of McKendree College’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.
of Christian values.
Reflects professional ethics that are mirrored in McKendree College’s tradition
7.
learning, and service.
Believes that professional development is essential for growth in teaching,
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.
Supported by the mission of the unit, it is the vision of the Teacher Education Unit at
McKendree College 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.
Believes that educators must be effective oral and written communicators.
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/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
College Conceptual Framework, and accreditation standards.
Portfolios are maintained using the LiveText web-based portfolio and course development
program. A McKendree College Portfolio Template is located on the web site and
is to be used for the developmental portfolio since it meets McKendree College 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.
McKendree
C O L L E G E — 2 0 0 7 / 2 0 0 8 82 .
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.
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.
Submit an application to be accepted into Student Teaching. Deadlines for submitting
2.
who do not meet this GPA requirement may petition the Council on Teacher
Education for special consideration.
Students must have a GPA of 2.75 or better in all coursework attempted. Students
3.
background considered necessary before a student receives a student teaching
assignment. These courses are:
Complete, prior to Student Teaching, the courses noted below that provide professional
a)
358, 360, 430, 441, 442, 445, 446, and PSY 406.
For EDU 495, Student Teaching (Elem.): EDU 115, 210, 401, 309, 329, 350,
b)
methods course, and PSY 406.
For EDU 496, Student Teaching (Sec.): EDU 115, 210, 310, 350, 358, 412, content
c)
methods courses required in major, and PSY 406.
For EDU 497, Student Teaching (Spec.): EDU 115, 210, 311, 350, 358, 412, all
4.
Proficiency Committee in the semester preceding student teaching. (Refer to section
of catalog stipulating Writing Proficiency Requirement.)
Any referral for a Continuous Writing Check (CWC) must be cleared by the Writing
5.
Satisfy any grade point requirements for the major.
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EDUCATION, HEALTH & HUMAN PERFORMANCE 83
6.
Area Test prior to beginning the student teaching experience.
All student teachers must have taken and passed the appropriate Illinois Content
7.
Successfully complete the faculty review process without challenges.
8.
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 college 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
college 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 College
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).
Receive a majority vote of the Council on Teacher Education for acceptance into
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C O L L E G E — 2 0 0 7 / 2 0 0 8 84 .
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 College 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 College 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
C o u r s e s o f S t u d y •
EDUCATION, HEALTH & HUMAN PERFORMANCE 85
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
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,
or RELIGION (3-4)
McKendree
C O L L E G E — 2 0 0 7 / 2 0 0 8 86 .
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
College 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
C o u r s e s o f S t u d y •
EDUCATION, HEALTH & HUMAN PERFORMANCE 87
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
SCIENCE (7-8)
(Both biological and physical science must be represented.
One class must be a lab class.)
COMPUTER SCIENCE (EDU 115
3. Humanities 15-17 crs.
LITERATURE (3-4)
PHILOSOPHY
ETHICS (3)
ART, MUSIC,
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 higher) (6)or MUED 200) (3)or RELIGION (3-4)or FINE ARTS (3-4)
or
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.)
McKendree
C O L L E G E — 2 0 0 7 / 2 0 0 8 88 .
C o u r s e s o f S t u d y •
EDUCATION, HEALTH & HUMAN PERFORMANCE 89
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.) (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.
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.
a major in Social Sciences], Political Science Emphasis, Psychology Emphasis)
Social Science (History Emphasis [May be completed as a major in History or
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 College 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 College 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 (
in the Field Experience/Certification Office.
www.isbe.net) and
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.
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.
In lieu of the ordinary methods courses, appropriate methods courses must be
2.
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.
Students seeking special certification in physical education and art education are
3.
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.
In addition to item one above, the requirements for the teaching majors in Visual
4.
required for graduation, and any other degree requirements not met by certification
requirements above.
The student must be sure to obtain enough additional credits to get the 128 hours
5.
requirement through the professional program.
Physical Education majors fulfill the core curriculum recreational activities
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.
McKendree
C O L L E G E — 2 0 0 7 / 2 0 0 8 90 .
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.
(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.
Eighteen (18) semester hours in the subject matter area of major teaching assignment
In addition:
2.
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)
The equivalent of 3 semester hours of specific coursework in the middle school
3.
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)
The equivalent of 3 semester hours of specific coursework in educational psychology
Driver’s Education Endorsement
In order to receive an endorsement in Driver’s Education the following courses must be
completed: EDU/PSY 350 Educational Psychology or EDU 650 Advanced Educational
Psychology, HPE 158 Health Education, a course in Sociology (3 hours), a course in
Methods of Teaching (3 hours)m EDY 413/513 Safety Education/Crash Prevention, EDU
414/514 Introduction to Driver Education, and EDU 415/515 Advanced Driver Education.
A student must receive a grade of C or better in all professional education 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.
C o u r s e s o f S t u d y •
EDUCATION, HEALTH & HUMAN PERFORMANCE 91
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
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
ETHICS (3)
ART, MUSIC,THEATER
(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 27 crs.
EDU 115 TECHNOLOGY IN THE CLASSROOM (3)
(fulfills General Studies requirement)
EDU 210 FOUNDATIONS OF AMERICAN EDUCATION (3)
or higher.) (6)or RELIGION (3-4)or DANCE (6)
McKendree
C O L L E G E — 2 0 0 7 / 2 0 0 8 92 .
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).
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.
C o u r s e s o f S t u d y •
EDUCATION, HEALTH & HUMAN PERFORMANCE 93
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 eightweek
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: Concurrent 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: Concurrent 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: Concurrent enrollment 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:
Concurrent enrollment in EDU 309/310/311. Each semester.
McKendree
C O L L E G E — 2 0 0 7 / 2 0 0 8 94 .
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.
C o u r s e s o f S t u d y •
EDUCATION, HEALTH & HUMAN PERFORMANCE 95
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 and EDU 413. 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 414. 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 309. 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 309. 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 309.
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 organi-
McKendree
C O L L E G E — 2 0 0 7 / 2 0 0 8 96 .
zational 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 eightweek
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. Alternate years, Fall ‘05.
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: 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 472 METHODS OF TEACHING SCIENCE (SECONDARY) (3)
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
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 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 473 METHODS OF TEACHING MATHEMATICS (SECONDARY) (3)
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) (3)
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 o |