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K-12 Program Requirements

MA in Teaching with K-12 Licensure

The North Park University School of Education prepares competent, respectful, and reflective professionals who are dedicated to serving diverse learning communities.

The master of arts in teaching with licensure (MAT) is designed for candidates who hold a bachelor’s degree from an accredited college or university and who wish to earn a master’s degree while completing the requirements for an Illinois teaching license. The K–12 education license will allow you to teach art, music, physical education, or Spanish in elementary, middle, and secondary schools.

Most students will complete the program and obtain licensure within 22 months.

Master’s Degree Requirements

Descriptions for all graduate education courses are available at the bottom of this page.

  • A minimum of 35 semester hours of graduate and licensure coursework
  • A major subject area for licensure, which meets North Park-approved standards and the specified Illinois Professional Teaching Standards
    • Art: 36 semester hours
    • Music: 72 semester hours
    • Physical Education: 39-43 semester hours
    • Spanish: 40 semester hours

Certification/Licensure Courses

  • EDUC 5010: Educational Psychology
  • EDUC 5120: Multicultural Education
  • EDUC 5170: Instruction in the Special K-12 Programs
  • EDUC 5220: Instruction and Assessment
  • EDUC 5310: Curriculum Theory and Instructional Strategies
  • EDUC 5316: Methods of Teaching Content Reading and Writing for Grades 5-9
  • EDUC 5407: Methods of Teaching in the Middle and Secondary School*
  • EDUC 5430: Survey of Teaching the Exceptional Learner
  • EDUC 5500: Introduction to Teaching
  • EDUC 5510: Practicum B: Teacher Aiding
  • EDUC 5520: Practicum C: Mini-Teaching Seminar
  • EDUC 5810: Student Teaching: Elementary
  • EDUC 5820: Student Teaching: Secondary
  • EDUC 5853: Practicum D: School Beginnings and Seminar

*Please note that there is a content-area specific methods course, in addition to EDUC 5407. Please contact the Admissions Office for more information.

Course Descriptions

Click on the courses names below to read a description of the class.

Please review the full academic catalog for the year you enroll at North Park for official requirements, including prerequisite and corequisite courses. The catalog and your School of Education advisor will assist you in planning your course sequence to complete your MAT degree.

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.

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

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.

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.

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.

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.

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.

Basic principles of instruction for middle and high schools including analysis of teaching and learning experiences, organization for instruction, and assessment of students work.

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.

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.

Introduction to language and literacy development of young children related to reading, writing, speaking and listening skills. Emphasis will be on the knowledge of alphabetic code, phonics, vocabulary, reading comprehension, fluency, organization of print, writing, and use of both narrative and informative text. The students will create instructional units that apply goals, learning standards, instructional strategies, and assessments to facilitate literacy and language development.

This course prepares candidates to teach science in the middle grades. Candidates will learn about the place of science learning in the middle grades and middle schools. This course will prepare middle grades teachers by focusing on selected science content, along with specific methods and techniques for helping middle grades students develop skills specific to the sciences.

This course prepares candidates to teach social science in the middle grades. Candidates will learn about the place of social science learning in the middle grades and middle schools. This course will prepare middle grades teachers by focusing on selected social science content, along with specific methods and techniques for helping middle grades students develop skills such as reading, discussion, and critical thinking.

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.

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.

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.

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.

As a literacy course in the Middle Grade education program, this course presents an analysis of the materials and methodologies used in reading and writing including cognitive strategies, instructional scaffolding, strategies for interacting with text and multicultural literature, writing, modification, and assessment procedures in middle grades. Teacher candidates will learn how to plan literature units and implement effective differentiated literacy instruction. Field experience with the children of the age group will be required for the course.

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.

The purpose of this course is to extend your knowledge of reading/writing, instructional strategies, methodology, and assessment procedures used in middle and secondary grades. 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.

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.

This first instruction course explores developmentally appropriate approaches, methods, instructional strategies, and assessment for teaching fine arts, health, U.S. history, and geography appropriate to early childhood. The course will also emphasize SEL management skills and communication in classrooms. Creating units based on the understanding of the interrelationships in social sciences will be included.

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.

As the second content and methods science course in the elementary program, this course allows pre-service teachers to demonstrate knowledge and teaching methods about content related to the natural sciences (biology, physics, chemistry, earth and space science, and physical geography). Currently the Next Generation Science Standards (2013) and Illinois Teaching Standards require students to learn specific concepts within each branch of science. This course will address and meet those content knowledge requirements. Field experience will be required for this course.

Methods and techniques of teaching science in grades K-4. Emphasis is on concept development and discovery approach.

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.

Emphasis on theory, methodology, strategies, and principles of instruction related to reading, language arts, and social science in grades Kindergarten through grade four.

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.

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.

Intended for English majors in the secondary education sequence, this course will review grammar basics and will study methods of teaching writing. Student must have completed foundational course in composition or the equivalent.

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.

This second instruction course prepares pre-service teachers to gain knowledge on mathematics and science content, instructional methods, and resources to teach early childhood. In mathematics, the emphasis is on emergent knowledge of numbers and operation, algebriac thinking, measurement of data and basic geometry. In science, the focus is on scientific inquiry on principles and knowledge of interrelationships among science. The pre-service teachers are expected to create, design, implement, and assess units that reflect the content.

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.

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.

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. This course includes a required field experience.

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.

This course focuses on the methods and techniques for mathematics instruction and assessment in the middle grades. Candidates will develop differentiated lessons and implement effective strategies through collaborative planning and peer teaching. This course will emphasize and review specific math content and skills appropriate to middle grades learners as identified in the Common Core State Standards.

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.

Specific methods and materials for teaching middle and secondary school subjects: topics and problems of general concern to middle and secondary 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.

Survey of the psychology of the identification of, and the methods of instruction for the exceptional child, including the learning disabled, with special emphasis on characteristics and methods of instruction for cross-categorical special education 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.

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.

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.

As the first clinical experience course in the Teacher Education Program, this course requires teacher candidates to observe and teacher aide in a classroom in order to demonstrate an understanding of the classroom environment along with instructional and assessment practices. Teacher Aiding experiences include focused reflection on Danielson's Framework for Teaching and edTPA. Candidates take this clinical twice.

Mini-teachers meet 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.

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.

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.

Exploration of various aspects of the relationship between language and society. Culture, sex differences, communities, dialects, and speech will be examined.

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.

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.

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.

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.

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.

Intensive examination of a selected theme.

The Academic Odyssey is a short-term study/travel course offered through the School of Education at North Park University. It is especially designed for prospective teachers seeking to strengthen social and linguistic skills needed for teaching in a multilingual and multicultural global society. By visiting local schools and interacting with students, faculty and school administration of the host country, students are exposed to an in-depth study of unique educational systems across the globe along with current forces and challenges affecting education. A special focus of the course is to examine, compare and contrast the integration of culturally and linguistically diverse student populations in each country while creating culturally responsive instructional materials and activities for the global classroom. Historical and cultural sites are also an integral part of this trip.

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.

Exploration of the role families, schools, and community services play in the education of young children. The course will examine the social, economic, medical, financial and cultural trends that impact the partnership with families of all young children. The students will be required to design family workshops and find resources to involve family, school and community in the development and assessment of young children.

A project in a school setting emanating from a proposal that has been approved by the education department.

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.

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 (6sh) and eight weeks in EDUC 4120, grades 6-12 (6sh). 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.

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.

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.

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.