Students completing the requirements for a major in early childhood education will be prepared as competent, respectful, and reflective professionals who are dedicated to serving diverse learning communities. This major leads to teacher licensure and students must also complete the 18-semester hour endorsement in English as a Second Language (ESL). Learn more about the ESL endorsement.
Click on the links below for course descriptions of all education courses. For a complete list of all North Park's programs and course offerings, review the academic catalog.
EDUC 0100 – eLearning-Prepare for Success
EDUC 0500 – eLearning-Prepare for Success
EDUC 2120 – Introduction to Teaching: Professional Responsibilities
EDUC 2130 – Educational Psychology
This course is an introduction to the teaching profession. Topics covered include historical, philosophical, contemporary, and ethical perspectives on education as well as social and cultural expectations in teaching. In this introductory course, students are informed on the appropriate role of technology; state and national standards; policies governing education at the national, state, and local level; and careers and organizations related to teaching and education. This course also introduces students to state licensure requirements.
EDUC 2140 – Curriculum: Planning & Preparation
Study of the psychological aspects of human behavior and development applied to teaching and learning processes, including learning theories, motivation, and classroom management.
EDUC 2145 – Instruction and Assessment
Basic principles of curriculum including, planning, organizing and developing lesson plans in relation to the individual learner, the school, and the society are discussed. Historical developments and recent innovations in school curriculum, lesson planning and preparation, and instructional delivery will be analyzed. Emphasis is on planning and preparation of lesson plans according to the School of Education lesson plan template aligned with the Danielson Domains, edTPA, Illinois Learning Standards and Common Core Standards. Needs of multi-cultural and special needs students are addressed. Electronic professional portfolios will be developed.
EDUC 2300 – Infant and Child Development
This course introduces students to research-based instructional strategies along with basic principles and practices of classroom assessment. Special attention will be given to differentiated instruction, maximizing student engagement and learning, formative and summative assessment practices, and the use of data in classroom decision-making.
EDUC 3011 – Middle School and Adolescent Development
Intensive study of developmental theory and research related to physical, cognitive, psychosocial, and faith development in infants and children. An experiential learning component is included.
EDUC 3130 – Multicultural Education Practices: Challenges for the Diverse Classroom
A study of the physical, intellectual, emotional, and social development of the young adolescent. Examination of developmental issues that impact the middle school, its philosophy, and its practices which are responsive to the adolescent, both cognitively and affectively.
EDUC 3160 – Instruction in Secondary Schools
This course examines diversity in the classroom with attention to the linguistic, cultural, academic and cognitive dimensions of student development and learning. This course will also examine the instructional planning, instructional strategies and culturally responsive practices for diverse learners. Consideration will be given to the ways racial-ethnic segregation, ESL, bilingual, bicultural, and special education programs have impacted schools and their communities.
EDUC 3170 – Instruction in Special K-12 Programs
Basic principles of instruction for middle and high schools including analysis of teaching and learning experiences, organization for instruction, and assessment of students work. This course is part of Professional Term B.
EDUC 3180 – Language Development in Early Childhood
Basic principle of instruction. Preparing for teaching experiences, organizing for instruction, and working in a teacher aiding situation. This course is part of Professional Term B.
EDUC 3230 – Methods and Techniques of Teaching Science in Grades 5-9
Methods of dealing with the development of language in young children. The emphasis is on speaking and listening skills, and preparation for reading and writing skills.
EDUC 3240 – Methods and Techniques of Teaching Social Studies in Grades 5-9
Methods of teaching science at the elementary and middle school levels. The emphasis of the course is on relating the knowledge and skills of science to initiating inquiry into the learning activities.
EDUC 3260 – Methods in Art for Elementary Teachers
Methods and techniques of teaching social studies at the elementary and middle school levels. The emphasis of the course is on relating the knowledge, skills, values, attitudes, and social participation to the social science discipline.
EDUC 3270 – Method in Music Education for Elementary Teachers
This course will consist of methods of teaching art in the elementary school. Emphasis will be placed on both the theoretical and the practical information and skills essential for the teaching of art.
EDUC 3280 – Methods of Teaching Physical Education and Health for K-8 Teachers
Methods and techniques of teaching music by the classroom teacher at all levels in the elementary school. Special emphasis will be placed on current music educational trends.
EDUC 3290 – Methods in Foreign Language K-8
A presentation of the current trends in elementary physical education and health; human body systems and promotion of social, emotional, physical, mental and environmental health; theories and principles of health promotion and disease prevention; methodology, class organization, basic movement principles, and identifying teaching resources for physical education.
EDUC 3310 – Methods of Teaching Reading and Language Arts in Grades 5-9
Lesson planning, methods, and material selection for teaching foreign language in the elementary school. Integration with the program of regular classroom teachers as well as planning for an entire foreign language curriculum for elementary students.
EDUC 3311 – Middle School Curriculum and Instruction
An analysis of the materials and the methodologies used in writing, reading and language arts including children's literature. A review of theories, research, and the differentiated instructional needs of struggling and special education students. Emphasis on the learner in grades 5 through 9.
EDUC 3315 – Methods of Teaching Content Reading and Writing for Grades 5-9
Emphasis on the middle school classroom and its structure (curriculum and instruction) of the young adolescent. Examination of curriculum development, teaching and instructional strategies, support of students as changing young people, parent and community development, service learning, advisor-advisee programs, block scheduling, learning communities, homework and assessment, exploratories, teaming, reading and writing across the curriculum, and other current middle school issues that impact curriculum and instruction for the 10 to 15 year old. Pedagogy is based on middle school philosophy, curriculum, instruction, and instructional models for designing and teaching developmentally appropriate programs including content area reading instruction.
EDUC 3330 – Principles and Practices of Play and Language in Early Childhood Education
The purpose of this course is to extend your knowledge of reading/writing, instructional strategies, methodology, and assessment procedures used in grades 5-9. We will explore the following content areas: evaluation of instructional materials, comprehension instruction, learning vocabulary, reading and writing across the curriculum, assessment of student progress, diversity in the classroom, and current approaches to content reading and writing.
EDUC 3339 – Social Science Content and Methods For the Elementary Teacher
Methods and techniques of teaching socialization, art, music, and physical education to the young child along with the materials available and appropriate for the infant and young child.
EDUC 3340 – Methods in Science K-4
This course prepares candidates to teach social science in the elementary grades. In addition to learning social science content and teaching methods appropriate to the elementary grades, candidates will strengthen their writing skills, standards-based lesson and unit planning skills, and teaching in an interdisciplinary setting.
EDUC 3345 – Elementary Literacy I Social Studies K-4
Methods and techniques of teaching science in grades K-4. Emphasis is on concept development and discovery approach.
EDUC 3346 – Elementary Literacy II
As the first literacy method course in the elementary education program, this course prepares pre-service teachers to demonstrate the knowledge of balanced literacy in relation to reading, writing, speaking, and listening in primary grades. This course emphasizes emergent literacy, theoretical models, approaches to teaching, selecting children's literature, state and national standards, and designing instruction. Field experience with the children of the age group will be required for the course.
EDUC 3347 – Integrating Literacy Into the Content Areas
As the second literacy method course in the Elementary Education program, this course prepares pre-service teachers to demonstrate the knowledge of integrated approach to theory, literacy instruction, and assessment. It will offer expertise in literacy strategies, differentiated instruction, standard-based literacy lessons, construction of meaning through reading and writing, and developing literacy units. Field experience with the children of the age group will be required for the course.
EDUC 3355 – Grammar and Writing Pedagogy
The purpose of this course is to provide the teacher education candidate with the basic theories and skills necessary to understand the development of literacy in the content areas. One of the basic assumptions of this course is that knowledge of content and study strategies are necessary prerequisites for the teaching of reading and other literacy skills. The strategies developed in the two previous literacy courses will apply to this course. A primary goal of reading instruction is to enable the student to apply literacy skills to learning content area information.
EDUC 3360 – Instruction in Early Childhood
Intended for English majors in the secondary education sequence, and candidates for elementary education, this course will review grammar basics and will study methods of teaching writing. Student must have completed foundational course in composition or the equivalent.
EDUC 3368 – Elementary Mathematics I
Methods and techniques of teaching mathematical, social, and scientific concepts to young children. The relation of learning theories to the selection process. Diagnostic and evaluation techniques and procedures.
EDUC 3369 – Elementary Mathematics II
As the first mathematics course in the elementary education program, this course prepares pre- service teachers to demonstrate knowledge of the development, use and representation of number and number system, basic operations, whole-number place value, and fraction concepts. Emphasis will be on problem solving, math equity for all children, NCTM standards, assessment, and technology for instruction. Field experience will be required for the course.
EDUC 3370 – Methods of Elementary Mathematics I
As the second mathematics course in the Elementary Education program, this course prepares pre-service teachers to demonstrate knowledge of the development, use and representation of decimal, percent, proportional reasoning, measurement, geometric concept, data analysis, probability, exponents, integers and real numbers. Emphasis will be on problem solving, math equity for all children, NCTM standards, assessment, and math strategies for instruction. Field experience with the children of the age group will be required for the course.
EDUC 3371 – Methods of Elementary Mathematics II
This course provides the pre-service teacher candidate opportunities to develop understanding of how elementary children think about and learn mathematics. Teacher candidates will engage in mathematical tasks and study research on how elementary children best learn mathematics. Course content includes focused analysis on the NCTM Principles and Standards and the Common Core State Standards for Mathematics. Candidates will learn how to engage elementary students in authentic and meaningful mathematical experiences that align to national and state standards, incorporate effective instructional strategies supportive of student mathematical reasoning and problem solving, and develop student's ability to communicate to others mathematically.
EDUC 3380 – Methods in Mathematics Grades 5-9
This is the second of the elementary methods courses for pre-service teacher candidates. Course content is designed to focus on strategies that engage elementary students in authentic and meaningful mathematical experiences through the integration of best practice in theory, curriculum, instruction, and assessment in the teaching of mathematics. This course includes a required field experience.
EDUC 3390 – Methods and Materials for Teaching Art K-8
Methods and techniques of teaching mathematics in the intermediate and middle school grades. Emphasis is on NCTM Teaching Standards for algorithms for the basic operations as well as developing problem solving and critical thinking abilities.
EDUC 3407 – Content-Area Methods of Teaching in the Middle and Secondary School
Lesson planning, methods, and material selection for teaching art in the elementary school. Integration with the program of regular classroom teacher as well as planning for an entire art curriculum for elementary students.
EDUC 3430 – Survey of Teaching Exceptional Learners
Specific methods and materials for teaching middle and secondary school subjects: topics and problems of general concern to 6-12 teachers; selection and use of instructional media. Basic principles of instruction, preparing for teaching experiences and organizing for instruction. Regular and special populations are included. Music education majors must register for MUS 3408 and 3409 in place of this course.
EDUC 3431 – Characteristics of Special Needs Students
Survey of characteristics of learners with physical, mental, emotional, or learning disabilities. Implications for the school situation.
EDUC 3436 – Psychological and Educational Assessment for Special Populations
An introduction to the characteristics of students with specific learning disabilities, emotional disturbance, intellectual disability, autism, traumatic brain injury, and orthopedic or other health impairments and implications of these characteristics in the educational setting and throughout the life-span. The provisions of the Individuals with Disabilities Education Act (IDEA) for these learners are explored as well as the definitions of the disabilities, etiologies, preventions, and interventions. Issues related to the identification, screening, labeling, and placement of culturally and linguistically diverse students in Special Education will also be presented. Attention to past, present, and future issues and trends in the field are given. Early childhood through high school student populations are included. Leads to cross-categorical approval for early childhood, elementary, secondary and K-12 certificates when combined with EDUC 3430, 3436 and 3437.
EDUC 3437 – Methods of Teaching Students with Special Needs
An examination of assessment and evaluation instruments appropriate for use with special populations. Standardized, aptitude, achievement, diagnostic, and criterion reference tests will be analyzed. Validity, reliability, norming, and standard scores will be examined.
EDUC 3510 – Practicum B: Teacher Aiding
An introduction to the philosophies and theories underlying the variations in educational programming for students with specific learning disabilities, emotional disturbance, intellectual disability, autism, traumatic brain injury, and orthopedic or other health impairments. Educational approaches and best practices used by teachers to design curriculum, and instruct and assess students with disabilities will be presented.
EDUC 3520 – Practicum C: Mini-Teaching
Observation and teacher aiding to total a minimum of 40 hours; to be taken as a part of Professional Term B. Early childhood candidates will participate in an infant toddler program for 20 hours and will complete the remainder of time in grades K-3 in a practicum. Elementary candidates may select 1-3, 4-5, or 6-8 for this experience, with the remaining levels taken in 3520 or 4110. Secondary candidates may select 6-8 or 9-12 for this experience. A variety of urban, suburban, public, and private schools need to be selected across practicum settings. Teacher aides meet periodically with faculty observers to share and reflect on the experience. In addition to the 40 hour requirement in a regular education setting, a 10 hour experience in a special education setting is required.
EDUC 3540 – ESL Practicum
Mini-Teachers meet periodically regularly with School of Education faculty to share and reflect on the experience and prepare for the EdTPA. There will be a minimum of 35 hours of mini-teaching in a local school in connection with methods courses. The student must meet the required grade point average and have a receipt by the School of Education of meeting the Illinois basic skills requirement. Early Childhood candidates take this practicum twice, once at the preschool level and once at the Kindergarten level. To be taken as part of Professional Term C.
EDUC 3601 – Introduction to Linguistics
The purpose of this course is to observe and assist a teacher in an ESL school setting for a minimum total of 100 clock hours. The requirements for this course may also be met through certification of three months of teaching experience with ESL students. Only those who have verification by a principal or other administrators of three months of teaching ESL students prior to entering the program may take this for no credit. To be taken at the end of the five-course ESL course sequence.
EDUC 3602 – Sociolinguistics and Cross Cultural Differences
Introduction to the basic principles of linguistics, the study of human language. Origins of language; what it means to know a language; comparisons of the difficulty levels of different languages; how children acquire language and common threads that may connect languages will be explored.
EDUC 3603 – Theoretical Foundations of Teaching ESL and Foreign Languages
Exploration of various aspects of the relationship between language and society. Culture, sex differences, communities, dialects, and speech will be examined.
EDUC 3604 – Assessment of ESL and Foreign Language Students
Philosophical and theoretical considerations for teaching a second language. An explanation of theories as well as comparisons among the different theories of teaching a second language will be explored. The student will build a personal framework for teaching a second language. Kindergarten through high school student populations will be the focus of attention including design and sequencing of ESL courses.
EDUC 3605 – Method and Materials for Teaching ESL and Foreign Languages
Assessment techniques of ESL students. Different types of assessment instruments, the theoretical viewpoints of these instruments, and testing procedures in general will be discussed. Assessment of all levels of proficiency and grade levels will be considered. Co-requisite: EDUC 3540.
EDUC 3606 – Foundations of Bilingual Education
Introduction to the various methods of teaching a second language in K-12 based on the philosophies and theories that were presented in 3603. Strategies used when working with ESL or second language students and exposure to the issues of multicultural diversity and socioeconomic diversity.
EDUC 3607 – Methods and Materials for Teaching Bilingual Students
This course provides the current research and theories forming the foundation of bilingual education. It examines and reviews the historical, legal, philosophical, theoretical, pedagogical, and political issues concerning bilingual education programs in the United States. It also analyzes the linguistic, psychological, social, and cultural underpinnings of current practices in the field and cultivates multicultural perspectives.
EDUC 3650 – Coaching for Transformation
This course introduces various models, philosophies, and theoretical underpinnings of bilingual education for language minority students. It provides and prepares the participants with the theoretical basis, methods, and techniques needed for effective teaching in bilingual/bicultural classrooms.
EDUC 3910 – Topics in Education
This course is designed to provide Teacher Leader candidates an introduction to the role of instructional coaches as agents of change for teaching and learning. Candidates will examine various coaching models and the role of the teacher leader in collaboration with the building principal in establishing a school culture that focuses on student learning. Coaching strategies and competencies will allow the teacher leader candidate to develop the necessary skills to provide professional development to meet teaching and learning needs of the school.
EDUC 3915 – Academic Odyssey to Greece: Applying Classical Ideals to the Arts and Education
Intensive examination of a selected theme.
EDUC 3930 – Parent Child Community Relationships
The Academic Odyssey to Greece is a short-term study abroad program offered through the school of education to all students at North Park University. It focuses on comparing classical Greek ideals to current day themes and enables students to learn how the birthplace of democracy shaped the way we see and experience the world and ourselves. By incorporating both scholarly/didactic approaches to learning with experiential approaches (excursions, field trips), this program investigates a wide spectrum of disciplines in the arts and sciences and provides students with the opportunity to develop an appreciation and understanding of the Greek people and country within a lived experience.
EDUC 4000 – Departmental Honors in Education
Exploration of the role families and community services play in the education of young children. Teacher candidates will identify social, economic, and cultural trends that impact families of young children and will develop strategies to communicate with families to disseminate information regarding school and community services.
EDUC 4100 – Student Teaching Early Childhood
A project in a school setting emanating from a proposal that has been approved by the education department.
EDUC 4110 – Student Teaching Elementary Education
Supervised observation and teaching in an appropriate educational facility. Early Childhood teacher candidates must complete five weeks each in 4100 and 4110. The candidate must meet the required grade and GPA requirement, pass the state content-area test, and be fully admitted into the Teacher Education program prior to beginning student teaching.
EDUC 4120 – Student Teaching Secondary
Supervised observation and teaching in the elementary school. Early Childhood teacher candidates must also complete five weeks in grades 1-3 (4sh). Elementary Education teacher candidates must complete ten weeks in grades 2-4 (8 sh). K-12 majors must complete eight weeks in grades 1-8 (6 sh) and eight weeks in EDUC 4120, grades 6-12 (6 sh). The candidate must meet the required grade and GPA requirement, pass the state content-area test, and be fully admitted into the Teacher Education program prior to beginning student teaching.
EDUC 4130 – Student Teaching
Supervised observation and teaching in the secondary school. Secondary Education teacher candidates must complete 10 weeks (8 sh) in grades 6-12. K-12 teacher candidates must complete eight weeks in EDUC 4110, grades 1-8 (6 sh) and eight weeks in EDUC 4120, grades 6-12 (6 sh). The candidate must meet the required grade and GPA requirement, pass the state content-area test, and be fully admitted into the Teacher Education program prior to beginning student teaching.
EDUC 4600 – Educational Philosophy Capstone: Seminar for Student Teachers
Supervised observation and teaching in a school and grade level appropriate to the program and licensure endorsement sought by the candidate. The candidates will complete one 60 day (approximately 12 week) student teaching clinical experience. The candidate must meet the required grade and GPA requirement, pass the state content-area test, and be fully admitted into the Teacher Education Program prior to beginning student teaching.
EDUC 4970 – Internship in Education
As the capstone course in the teacher education program, this course enables students to create personal syntheses of their educational experiences as university students and as future educators. Students will develop their own philosophy of teaching. Students will assemble professional portfolios and prepare for teacher certification. Part of Professional Term D. Co-requisite: EDUC 4100, 4110, or 4120.
An assignment outside a school setting in a business or not-for-profit institution in which education is the primary goal. Please refer to the Internship section of the catalog for internship requirements and guidelines.