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Program Requirements

Students completing the requirements for a K–12 teacher certification/licensure program will be prepared as competent, respectful, and reflective professionals who are dedicated to serving diverse learning communities. This program leads to teacher certification for elementary and secondary school levels in art, foreign language, music, or physical education.

To be admitted to this major, students must be accepted to North Park University and also meet the teacher education program admission requirements.

Major Requirements

In addition to the education sequence, students must complete the following number of semester hours in their chosen major:

  • Art: minimum 36 semester hours
  • French: minimum 36 semester hours
  • Music (vocal, piano, or instrumental): 59 semester hours
  • Physical Education: minimum 36 semester hours
  • Spanish: minimum 36 semester hours

Education Sequence

36 semester hours (sh), minimum

Course descriptions for all EDUC courses are available at the bottom of this page.

  • Professional Term A: EDUC 2120, 2130, 2140, 2145
  • Professional Term B: EDUC 3011, 3170, 3430, 3510
    • Art majors: EDUC 3390
    • Foreign Language majors: EDUC 3290
    • Physical education or music majors: consult your advisor for specific course
  • Professional Term C: EDUC 3407, 3520
    • Foreign Language major: EDUC 3310
    • Art, Music, and Physical Education major: EDUC 3315
  • Professional Term D: EDUC 3130, 4110 (6 sh), 4120 (6 sh), 4600

Notes:

Students must complete 45 credit hours with a GPA of at least 2.50 before enrolling in Professional Term A courses. Review testing requirements for Illinois Teacher Certification/Licensure.

Course Descriptions

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
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 2130 – Educational Psychology
Study of the psychological aspects of human behavior and development applied to teaching and learning processes, including learning theories, motivation, and classroom management.

EDUC 2140 – Curriculum: Planning & Preparation
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 2145 – Instruction and Assessment
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 2155 – Technology with Teaching
Integration of current methods in instructional technology into the K-12 classroom, including multimedia presentations, Internet navigation and production, basic computer maintenance, and the critical evaluation of educational software. Needs of diverse learning styles of students are addressed.

EDUC 2300 – Infant and Child 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 3011 – Middle School and Adolescent Development
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 3130 – Multicultural Education Practices: Challenges for the Diverse Classroom
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 3160 – Instruction in Secondary Schools
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 3170 – Instruction in Special K-12 Programs
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 3180 – Language Development in Early Childhood
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 3230 – Methods and Techniques of Teaching Science 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 3240 – Methods and Techniques of Teaching Social Studies in Grades 5-9
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 3260 – Methods in Art 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 3270 – Method in Music Education for Elementary 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 3280 – Methods of Teaching Physical Education and Health for K-8 Teachers
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 3290 – Methods in Foreign Language K-8
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 3307 – Materials and Methods for Elementary and Middle School Music Education
An analytic overview of public school music texts, audio-visual material and computer technologies including multi-cultural resources and their applications. An investigation into the means of integrating the music unit into the host school as well as building community relations with the music unit. Introduction to the building, marketing, and defense of the arts in education.

EDUC 3310 – Methods of Teaching Reading and Language Arts in Grades 5-9
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 3311 – Middle School Curriculum and Instruction
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 3315 – Methods of Teaching Content Reading and Writing for Grades 5-9
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 3330 – Principles and Practices of Play and Language in Early Childhood Education
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
Methods and techniques of teaching science in grades K-4. Emphasis is on concept development and discovery approach.

EDUC 3345 – Methods of Reading, Language Arts, and Social Studies K-4
Emphasis on theory, methodology, strategies, and principles of instruction related to reading, language arts, and social science in grades Kindergarten through grade four.

EDUC 3355 – Grammar and Writing Pedagogy
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 3360 – Instruction in Early Childhood
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 3370 – Methods in Mathematics K-4
Methods and techniques of teaching mathematics in grades K-4. Emphasis is on NCTM Teaching Standards for concept development, problem-solving, critical thinking ability, and use of manipulatives. Student must have successful score on the mathematics area test.

EDUC 3380 – Methods in Mathematics Grades 5-9
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 3390 – Methods and Materials for Teaching Art K-8
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 3407 – Content-Area Methods of Teaching in the Middle and Secondary School
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 3430 – Survey of Teaching Exceptional Learners
Survey of characteristics of learners with physical, mental, emotional, or learning disabilities. Implications for the school situation.

EDUC 3431 – Characteristics of Special Needs Students
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 3436 – Psychological and Educational Assessment for Special Populations
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 3437 – Methods of Teaching Students with Special Needs
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 3510 – Practicum B: Teacher Aiding
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 3520 – Practicum C: Mini-Teaching
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 3540 – ESL Practicum
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 3601 – Introduction to Linguistics
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 3602 – Sociolinguistics and Cross Cultural Differences
Exploration of various aspects of the relationship between language and society. Culture, sex differences, communities, dialects, and speech will be examined.

EDUC 3603 – Theoretical Foundations of Teaching ESL and Foreign Languages
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 3604 – Assessment of ESL and Foreign Language Students
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 3605 – Method and Materials for Teaching ESL and Foreign Languages
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 3606 – Foundations of Bilingual Education
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 3607 – Methods and Materials for Teaching Bilingual Students
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 3650 – Coaching for Transformation
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 3910 – Topics in Education
Intensive examination of a selected theme.

EDUC 3915 – Academic Odyssey to Greece: Applying Classical Ideals to the Arts and Education
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 3930 – Parent Child Community Relationships
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 4000 – Departmental Honors in Education
A project in a school setting emanating from a proposal that has been approved by the education department.

EDUC 4100 – Student Teaching Early Childhood
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 4110 – Student Teaching Elementary Education
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 4120 – Student Teaching Secondary
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 4130 – Student Teaching
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 4600 – Educational Philosophy Capstone: Seminar for Student Teachers
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.

EDUC 4970 – Internship in Education
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.

EDUC 5010 – Educational Psychology
An advanced study of the psychological aspects of human behavior and development applied to the teaching and learning process. Topics include an understanding and function of brain development as it affects behavior and learning, neuropsychological aspects of school-related problems, learning styles, attention span, information processing, short-term and long-term memory, encoding and retrieval mechanisms, categorization, and problem-solving. Teacher certification candidates will develop a positive classroom discipline model as part of this course.

EDUC 5011 – Middle School and Adolescent Development
A study of the physical, intellectual, emotional, and social development of the young adolescents. Examination of developmental issues that impact the middle school, its philosophy, and its practices responsive to the adolescent, both cognitively and affectively.

EDUC 5020 – Learning and Social Management Strategies in the Classroom
The course begins with an introduction to basic counseling skills as an essential component of effective communication with all students. The course will examine interactional, group process, and conflict resolution strategies for school and community settings. The course will examine multiculturally responsive and restorative justice strategies for classroom management. The course will also examine institutional policies and procedures relative to the impact on all students. Not required for students who begin their students in the fall of 2013 or later.

EDUC 5120 – Multicultural Education
An examination of the issue of diversity with emphasis on the social, political, and cultural dimensions of school settings. Students will apply findings on this issue to their own classrooms and community contexts. Consideration will be given to the needs of ESL, bilingual, and bicultural students and the ways in which teachers respond to their needs. Legal requirements and funding issues will be addressed. Teacher certification candidates will develop a philosophy of diversity statement as a component of this course.

EDUC 5140 – Comparative International Education
This course examines the application of historiographic and social scientific theories and methods to international issues of education. This course emphasizes comparative analysis of policies and practices that constitute the organization, content, processes of educational systems and institutions found around the world. Selected topics include national, global, political, economic, social and cultural impact of education. Historical and contemporary examples are also used to emphasize the contributions and challenges of those involved in the field.

EDUC 5160 – Instruction in Secondary Schools
Basic principles of instruction for middle and high schools including analysis of teaching and learning experiences, organization for instruction, and assessment of students work. Students are videotaped for self-assessment. EDUC 5110, 5160 and 5510 comprise Professional Term B.

EDUC 5170 – Instruction in Special K-12 Programs
Basic principle of instruction. Preparing for teaching experiences, organizing for instruction, and working in a teacher aiding situation. Students are videotaped for self-assessment. EDUC 5110, 5170 and 5510 comprise Professional Term B.

EDUC 5180 – Language Development in Early Childhood
Methods of dealing with the development of language in the young child, speaking and listening skills, and preparation for reading and writing skills. Relationship to cognitive development. (MATC only)

EDUC 5210 – Understanding Research Design and Program Evaluation
An introduction to the process of research which includes conceptual frameworks, methodologies, and assessment strategies for both quantitative and qualitative studies. Emphasis will be on reading, interpreting and designing research studies.

EDUC 5215 – Educational Research Methods
This course is an introduction to the processes of research. The purpose of this course is intended to help students develop skills, insights, and an understanding of basic to performing research. This course also emphasizes the application of educational research methods and results into an educational setting. Both qualitative and quantitative methods research methods are examined in this course.

EDUC 5220 – Assessment and Evaluation
An analysis of both traditional and alternative forms of assessment and evaluation, e.g., portfolio assessment, video performances, and student presentations. Philosophical foundations that form the basis for selected evaluation practices will be considered. Examination of literature on tests and measurements as well as alternative assessment and evaluation procedures will enable students to develop strategies that best meet the needs of their own educational objectives. Attention to grading procedures and other means for reporting student progress will enable teachers to evaluate a variety of strategies for reporting student progress.

EDUC 5230 – Methods and Techniques of Teaching Science 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 5240 – Methods and Techniques of Teaching Social Studies in Grades 5-9
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 5260 – Methods in Art 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 5270 – Method in Music Education for Elementary 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 5280 – Methods of Teaching Physical Education and Health for K-8 Teachers
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 5300 – Infant, Child and Adolescent Psychology
Exploration of major theories dealing with stages and changes relating to physical, cognitive, social, personality, and emotional development in childhood and adolescence. Student must have completed an introductory course in Psychology.

EDUC 5310 – Curriculum Theory and Instructional Strategies
An examination of numerous philosophies, conceptual frameworks and perspectives related to curriculum design and instructional strategies. Students will evaluate a variety of responses to curricular problems as they develop their own perspectives. Students will also explore instructional strategies and materials which complement or evolve from various curriculum designs.

EDUC 5311 – Middle School Methods and Materials In 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 5312 – Elementary Methods II in Grades K-4
Emphasis on emergent literacy and primary methods in the areas of reading, language arts, mathematics, social studies, and science as they are integrated with art, music, health, and physical education in the schools. Materials suitable for these ages and stages of development are reviewed. Assessment of students is discussed.

EDUC 5315 – Methods of Teaching Content Reading and Writing for Grades 5-9
The purpose of this course is to extend your knowledge of young adolescent literature, 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.

EDUC 5316 – Content Reading and Writing in Secondary Education
As a content literacy course in the graduate program, this course enables students to critically examine the current research, theories, adn best-practices instructional literacy strategies for all content literacy for pre-service secondary teachers. It integrates a fundamental knowledge on reading, writing, and oral communication within all content to student learning. The major emphasis of the course is to provide knowledge of pedagogical approaches to evaluation of instructional materials, comprehension instruction, vocabulary, fluency, reading and writing across the curriculum, assessment of student progress, diversity in the classroom, and current approaches to content reading and writing.

EDUC 5320 – Technology in Education
An introduction to the range of communication and computer technologies now available to teachers for classroom use. Participants will receive instruction in the use of computers, interactive video, CD-ROM, Livetext, and other advanced technologies. Applications of software packages such as spreadsheets, HyperCard, and simulation and visualization software will be offered. Students will investigate pedagogical implications of these technologies and programs. Not for students who begin the program in the fall of 2013 or later.

EDUC 5330 – Principles and Practices of Play and Language in Early Childhood Education
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 5340 – Methods in Science K-4
Methods and techniques of teaching science in grades K-4. Emphasis is on concept development and discovery approach.

EDUC 5350 – Elementary Methods II the Curriculum
This course is intended for candidates working towards an elementary certification. Candidates will explore instructional strategies in order to guide their students in acquiring writing and reading skills in content areas. Emphasis is on the functional teaching of writing and reading including designing and preparing materials to use with curriculum materials in all school subjects.

EDUC 5360 – Instruction in Early Childhood
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 5370 – Methods in Mathematics K-4
Methods and techniques of teaching mathematics in grades K-4. Emphasis is on NCTM Teaching Standards for concept development, problem-solving, critical thinking ability, and use of manipulatives. Student must have successful score on the mathematics area test.

EDUC 5380 – Methods in Mathematics Grades 5-9
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 5390 – Methods and Materials for Teaching Art K-8
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 5407 – Methods of Teaching in the Middle and Secondary School
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. Mini-teaching assignment in a local school. 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 5410 – Teacher Leadership
A focus on opportunities and strategies for teacher leadership in developing ideas, programs, and policies within school settings. Shared decision-making, school restructuring, school based management, and peer coaching are among several issues explored from both administrative and classroom teachers' perspectives. Research studies in areas of teacher organizational culture will be utilized to develop strategies for teacher leadership and followership.

EDUC 5430 – Survey of Teaching Exceptional Learners
Survey of characteristics of learners with physical, mental, emotional, or learning disabilities. Implications for the school situation; observation in special education classes for five clinical observation hours.

EDUC 5431 – Characteristics of Special Needs Students
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 lifespan. 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, students, particularly culturally and linguistically diverse students in Special Education, will also be presented. IFSP and IEP development is explored well as past, present, and future issues and trends in the field. Early childhood through high school student populations are included. Leads to cross-categorical approval for early childhood, elementary, and 6-12 certificates when combined with EDUC 5430 and 5436. Student must have completed an introductory course in Educational Psychology and in Curriculum.

EDUC 5436 – Psychological and Educational Assessment for Special Populations
An examination of assessment and evaluation instruments appropriate for use with special populations. Standardized, aptitude, achievement, personality, diagnostic, and criterion reference tests will be analyzed. Validity, reliability, norming, and standard scores will be examined. Student must have completed an introductory course in Statistics.

EDUC 5437 – Methods of Teaching Students with Special Needs
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. Applied behavioral analysis techniques and behavior change plan will be explored. Issues of identification, screening, placement, and family involvement of culturally and linguistically diverse students will also be explored. Student must have completed an introductory course in Educational Psychology and in Curriculum. To be taken as part of Professional Term C.

EDUC 5500 – Introduction to Teaching for the Teaching Profession
Introduction to the school setting as a professional: Students are required to pass the Illinois Certification Testing System Basic Skills Exam/North Park University Teacher Entry Test and College Base Academic Subjects Examination. Students are required to design and present their website and multimedia projects. The North Park University School of Education Teacher Education Handbook and Portfolio Guidelines for Students in the Teacher Pre-Service Program are explained. Students are also required to complete the application for the Teacher Education Program, prepare the Introduction section of the Portfolio, and submit a Health Service Form for the education sequence in order to receive a passing grade and become eligible for the teacher education program. (MATC only)

EDUC 5510 – Practicum B: Teacher Aiding
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 in reading. Elementary candidates may select graddes 1-3, 4-6, or 6-8 for this experience, with the remaining levels taken in 5520 or 5810. Secondary candidates may select grades 6-8 or 9-12 for this experience. A variety of urban, suburban, public, and private schools need to be selected across practicum settings. In addition to the 40 hour requirement in a regular education setting, a 10 hour experience in a special education setting is required. (MATC only)

EDUC 5520 – Practicum C: Mini-Teaching Seminar
Minimum of 35 hours of mini-teaching in a local school in connection with methods courses. To be taken in the second year of the program.

EDUC 5540 – ESL Practicum
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 verification 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 sequence.

EDUC 5601 – Introduction to Linguistics
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 5602 – Sociolinguistics and Cross-Cultural Differences
Exploration of various aspects of the relationship between language and society. Culture, sex differences, communities, dialects, and speech will be examined.

EDUC 5603 – Theoretical Foundations of Teaching ESL and Foreign Languages
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 5604 – Assessment of ESL and Foreign Language Students
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.

EDUC 5605 – Methods and Materials for Teaching ESL and Foreign Languages
Introduction to the various methods of teaching a second language in K-12 based on the philosophies and theories presented in 5603. Strategies used when working with ESL or second language students and exposure to the issues of multicultural diversity and socioeconomic diversity.

EDUC 5606 – Foundations of Bilingual Education
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 5607 – Methods and Materials for Teachiing Bilingual Students
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 5610 – Culture and Literacy for ELL and Bilingual Students
This course explores reading and writing as a dynamic, strategic and goal-directed process of language and tools that utilizes native language (L1) and second language (English as L2) for learning in academic and social contexts. The course examines research-based best practices and pedagogy for literacy and language arts to help Bilingual and ELL students transition into English language fluency. Multimedia literacy and multimodal tools, such as computer graphics, video clips, blogs, wikis, and electronic resources are also examined. Theories of learning, assessment of Bilingual and ELL students, Rt1, the role of classroom environment, and parent-community partnerships are included. Academic and social competencies in multicultural and global citizenship are explored through the extensive use of multicultural literature for middle school and young adolescents.

EDUC 5615 – Literacy Methods for ELL and Bilingual Students
This course examines the current research, theories, and best-practices instructional strategies for disciplinary literacy and content literacy in Social Studies, Science, Math, Art, and Music for Bilingual and ELL students. The course applies national and discipline-specific standards to the instructional program and learning strategies that are most effective for Bilingual and ELL students. The course also examines the new technologies and multimodal literacies that enhance student learning and require 21st century literacy.

EDUC 5800 – Student Teaching - Early Childhood
Supervised observation and teaching in an appropriate educational facility. Early Childhood teacher candidates must complete five weeks each in 5800 and 5810. Prerequisite: passage of the State Content Area Exam; acceptance into student teaching by the Teacher Education Committee. Co-requisite: EDUC 5520.

EDUC 5810 – Student Teaching - Elementary Education
Supervised observation and teaching in the elementary school. Early childhood teacher candidates must 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). Prerequisite (Early Childhood): EDUC 5010, 5110, 5180, 5220, 5310, 5312, 5320, 5330, 5360, 5500, 5510, 5520; passage of the State Content Area Exam; acceptance into student teaching by the Teacher Education Committee. Prerequisite (Elementary): EDUC 5010, 5110, 5220, 5310, 5311, 5312, 5320, 5500, 5510, 5520; passage of the State Content Area Exam; acceptance into student teaching by the Teacher Education Committee. Co-requisite: EDUC 5853

EDUC 5820 – Student Teaching - Secondary
Supervised observation and teaching in the secondary school. Secondary Education teacher candidates must complete this experience as follows: 6-12 majors must complete ten weeks (8 sh) in grades 6-12. K-12 majors must complete eights weeks in 5810, grades 1-8 (6 sh) and eight weeks in 5820, grades 6-12 (6 sh). Students must pass the State Content Area Exam, the Assessment of Professional Teaching (APT) test, and show proof of acceptance by the Committee on Educational Screening. (MATC only).

EDUC 5853 – Practicum D: School Beginnings and Seminar
As the capstone course in the teacher education program, this course enables students to create personal syntheses of the educational experiences as graduate students and as prospective educators. Students will examine selected philosophies of education in order to develop their own. Minimum of 15 hours of opening day school experience in assigned school, alternating weekly teaching seminar, preparation of student profile, and work with instructional media. Students will assemble professional portfolios, prepare for teacher certification, and outline future areas of inquiry for further professional development.

EDUC 5901 – Topics in Education
Intensive investigation of a selected topic. Topics include Creativity and Problem Solving. Consent of graduate advisor required.

EDUC 5902 – Independent Study in Education
Advanced work in a field of special interest. Consent of graduate advisor and the Teacher Education Committee required.

EDUC 5903 – Proposal Writing - Masters Project
Development of a written proposal outlining a research project that includes a well defined research topic, literature review, conceptual framework, and appropriate methodology. Presentation of the completed proposal to the student's Review Committee is required at the completion of the course. This proposal will be constructed according to guidelines printed in the Research Manual for Writing a Master's Project in Education. Student must have completed a minimum of 12 sh in core requirements.

EDUC 5915 – Academic Odyssey to Greece: Applying Classical Ideals to the Arts and Education
The Academic Odyssey to Greece is a three week 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 5920 – Master's Project
Students will be required to design, implement, and assess their own research project. This project is a culmination of work in the master's program. Students will integrate knowledge, skills, and experiences emanating from previous course work. They will present their work to two members of the School of Education Faculty. Candidates may choose to design a classroom-based project, case study, or original research study.

EDUC 5930 – Parent-Child Community Relationships
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. (MATC only)

EDUC 5991 – Transfer Elective

EDUC 6020 – Instructional Leadership Implementation
This course will introduce the principles of PK-12 curriculum and instruction with an emphasis on curriculum development and design, implementation and delivery (integration), and organization. Candidates will examine the role of the principal in curriculum design and implementation. Candidates will be asked to examine their own personal beliefs and those of their school system regarding curriculum issues. Candidates will become familiar with current theories on curriculum development and best practices in curriculum development and apply that knowledge to their own experiences as school professionals. Candidates will use this understanding of curriculum and instruction to focus on the role of the principal as instructional leader. Candidates will develop skills to support and guide faculty to improve literacy instruction, math instruction, and student achievement through improving classroom lesson planning and delivery, classroomm assessmentss, and classroom instruction. Candidates will develop knowledge and skills in assisting staff to provide quality instruction for all student populations in a safe and bully- free climate and culture for learning.

EDUC 6030 – Educational Leadership
This introductory course will explore the important role of leadership in organizations. Candidates will examine what it means to be a leader, what traits leaders display and begin to develop their own style of leadership. An emphasis on ethical decision-making and the challenges that educational leaders face will be addressed. The course is designed to help candidates develop the competencies they will need as future educational leaders in any PK-12 school and to understand how their work will affect students, teachers, and the school community. Candidates will begin to study the Interstate School Leader Licensure Consortium (ISLLC) standards and the Southern Regional Education Board (SREB) Competencies and Critical Success Factors that effective leaders practice. At the conclusion of this course, students will determine if they wish to seek the principal's license through the Master of Arts in Educational Leadership Program. This is a required, pre-admission course to the Master of Arts in Educational Leadership at North Park University.

EDUC 6040 – The Principalship
This course describes the role of the principal, in PK - 12 schools as one who creates a vision of an educationally effective culture for learning and teaching and then plans and organizes time, resources, and technology to communicate the vision to teachers, students, parents, and community members. This course will examine the challenges and responsibilities faced by principals and will incorporate team-building and collaboration skills. The course will focus on the significant leadership role the principal plays in meeting the needs of all students whith special attention given to students with disabilities, English language learners, gifted students, and students in early childhood programs. The course will also include discussion of the importance of teaching, promoting, and rewarding a peaceful and productive school climate where bullying is not tolerated.

EDUC 6050 – Teacher Leadership and School Success
This course is designed to examine the Teacher Leader's role in collaboration with the building principal in fostering a collaborative culture to support educator development and student learning. Candidates will examine teacher evaluation models including all aspects of the Legal Requirements Related to Supervision and Evaluation: Performance Evaluation Act of 2010 (PERA). Candidates will develop the skills and strategies necessary to complete evidenced-based classroom observations by utilizing The Framework for Teaching by Charlotte Danielson. The Teacher Leader will develop competencies to facilitate colleague's individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator. The unique and specific needs for new teacher induction and mentoring are included. Although not required for endorsement, Teacher Leader candidates may want to complete State of Illinois online requirements for teacher evaluation and supervision.

EDUC 6060 – Coaching for Transformation
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 6310 – Assessment in the Schools
This course is designed to develop skills in selecting, developing and interpreting assessment methods and developing a plan for assessment. This course will provide the educational leader with opportunities to examine valid, reliable and fair measurements to determine achievement in teaching and learning and decision making for school improvement. The educational leader will develop skills in using meaningful data to drive, guide and support school improvement decisions. The principal as assessment leader will develop skills to assist teachers in utilizing assessment data to identify needs and align instruction. Educational leaders must promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning. School improvement intiatives are frequently centered on student assessment and achievement results and data. Educational leaders must be able to review, analyze, interpret, implement, and disseminate assessment results for school improvement. Students are expected to demonstrate that they have learned the skills needed to select, develop, and interpret assessment methods that will provide valid, reliable and fair measures of valued educational achievement targets and to develop assessment strategies for effective integration and implementation of assessment plans.

EDUC 6330 – Leading Professional Learning Communities
This course provides a foundation and an applied practice approach for understanding and using concepts of leading professional learning communities (PLC) in PK-12 schools. The emphasis of this course is on the school as a learning community. Candidates will examine what school leaders do to support professional development as a process to enhance classroom practice and improve students' learning and school success. PLCs are becoming more commonplace in schools as school principals work for sustained school improvement.

EDUC 6340 – Teacher Leadership and School Success
This course is designed to examine the Teacher Leader's role in collaboration with the building principal in fostering a collaborative culture to support educator development and student learning. Candidates will examine teacher evaluation models including all aspects of the Legal Requirements Related to Supervision and Evaluation: Performance Evaluation Act of 2010 (PERA). Candidates will develop the skills and strategies necessary to complete evidenced-based classroom observations by utilizing The Framework for Teaching by Charlotte Danielson. The Teacher Leader will develop competencies to facilitate colleague's individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator. The unique and specific needs for new teacher induction and mentoring are included. Although not required for endorsement, Teacher Leader candidates may want to complete State of Illinois online requirements for teacher evaluation and supervision.

EDUC 6410 – School Supervision
This course is designed to provide PK-12 Principal candidates an introduction to school supervision of certified and non-certified staff. Supervision strategies will be developed and practiced with a focus on school improvement through the improvement of teaching and learning. Supervision of certified staff is based on Charlotte Danielson's Framework for Teaching and reflects the state adopted teacher evaluation model as stated in the Performance Evaluation Reform Act (PERA). The PK-12 Principal candidates will learn various theories on supervision, apply them to the instructional setting, and develop skills in observational techniques for data and evidence gathering. All PK-12 candidates will be required to pass online evaluation training as required by the state.

EDUC 6440 – School Law
This course provides students with a comprehensive examination of the interaction between the school and law. The legal basis for American public education and its direct impact on school operations will be explored. Principals deal directly with issues regarding special education law which will be directly addressed in this class.

EDUC 6450 – School Finance
This course examines the history of school finance with emphasis on the significant role of funding public education. The role of local, state, and national school funding issues will be examined. Emphasis will be given to the role of the school administrator and school finance issues. Issues relating to special education and technology impact school finances and will be specifically incorporated.

EDUC 6903 – School Community Relations
This course provides an overview of the importance of community involvement in developing effective schools and effective change. Students will examine ways to involve parents and the members of the wider learning community in the schools. Techniques will be developed for developing better parent-teacher-administrator communication and fostering better school-community relations.

EDUC 6920 – Internship I
A quality internship program creates the opportunity for aspiring principals to demonstrate, under the guidance of an experienced and trained school leader and a university supervisor, that they have mastered the necessary knowledge and skills to change schools and classrooms and can apply these skills effectively in a school setting where they must work with real teachers to accelerate student achievement. This course is designed to provide opportunities for the candidate to observe, participate in, and lead real school-change activities in diverse school settings and to receive frequent and meaningful feedback from experienced and successful principals and university supervisors. This is the first of two internship courses. Candidates will complete their internships in public or nonpublic schools for a sustained, continuous, structured and supervised experience, with leadership experiences at all levels, PK- 12. Candidates must participate in activities that are directly related to the provision of instruction and lead instructional activities for general education, special education, bilingual education, and gifted education teachers.

EDUC 6921 – Internship II
A quality internship program creates the opportunity for aspiring principals to demonstrate, under the guidance of an experienced and trained school leader and a university supervisor, that they have mastered the necessary knowledge and skills to change schools and classrooms and can apply these skills effectively in a school setting where they must work with real teachers to accelerate student achievement. This course is designed to provide opportunities for the candidate to observe, participate in, and lead real school change activities in diverse school settings and to receive frequentand meaningful feedback from experienced and successful principals and university supervisors. This is the second internship course. Candidates must have prior approval from the Program Coordinator to register for Internship II. Candidates will complete their internship in public or nonpublic schools for a sustained, continuous, structured and supervised experience, with leadership experiences at all levels, PK- 12. Candidates must participate in activities that are directly related to the provision of instruction and lead instructional activities for general education, special education, bilingual education, and gifted education teachers.

EDUC 6925 – Practicum I
This practicum experience will focus on the development of a plan for the actual practicum experience. Candidates will work with a University faculty member and supervisor in a PK-12 setting to develop a plan that will allow them the opportunity to demonstrate skills in data analysis; developing school improvement plans; instructional leadership; providing effective professional development through coaching, mentoring, induction; building school culture that focuses on student learning or other topics approved by the North Park supervisor. The course will help candidates to examine, review, analyze, synthesize and develop the activities of the teacher leader to: Apply knowledge and understanding of effective communication with all stakeholders. Apply knowledge and understanding of the importance of staff professional development Recognize the value and strength of diversity in the school and school community. Demonstrate an understanding of the importance of ethical behavior by school leaders. Understand the political, social, economic, legal and cultural contexts of educational leadership.

EDUC 6926 – Practicum II
The continuation of the practicum experience will involve the completion of the candidate working under the direction of a mentor in a PK-12 school setting on an approved project involving data analysis; developing school improvement plans; instructional leadership; providing effective professional development through coaching, mentoring, induction; building school culture that focuses on student learning or other topics approved by the North Park supervisor. The final project will be presented to class members, the on-site supervisor and School of Education faculty. The course will help candidates to examine, review, analyze, synthesize and develop the activities of the teacher leader to: Apply knowledge and understanding of effective communication with all stakeholders. Apply knowledge and understanding of the importance of staff professional development. Recognize the value and strength of diversity in the school and school community. Demonstrate an understanding of the importance of ethical behavior by school leaders. Understand the political, social, economic, legal and cultural contexts of educational leadership.

EDUC 6930 – The Capstone Experience
This course is designed as the capstone experience in the Master of Arts in Educational Leadership Program. Candidates will be required to analyze, synthesize and apply all of the learning from coursework, field experience, and the internship, as well as their own professional experience. Candidates will be expected to finalize a personal statement of leadership skills, reflect on their own professional dipositions as an educational leader, and finalize a professional portfolio as evidence of their work in leading schools.

Program requirements