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Course Criteria
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6.00 Credits
This course concludes the pre-service professional development of elementary education teacher candidates concerning the roles and responsibilities of teachers in grades K-8. It combines university seminars and field experiences over one academic term. The focus of student teaching is to provide active engagement with a cooperating teacher and his/her students. The course increases the candidate's involvement in the profession through study and application to support the education of individuals and groups of learners. Candidates advance their understanding of environments that encourage a community of learners and collegial relationships in the school. Prerequisite(s): ELE500, ELE510, EPS511, FND510, SPE500, CIS480B, RLR500, RLL480B, MHE480B, SCE480B, ELE545, ELE547. 6 semester hours
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3.00 Credits
This course is designed for students in the Elementary Education M.A.T. Program in Wisconsin to be taken in conjunction with ELE 590. This course helps students meet the required weeks of student teaching for the State of Wisconsin. Prerequisites: Admission to the M.A.T. Program in Elementary Education in Wisconsin and ELE 590. 3 semester hours.
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3.00 Credits
This seminar provides the Alternative Certification interns in the CPS/NLU partnership an opportunity to reflect upon their knowledge, skills, and dispositions for teaching and learning; evaluate and integrate theory and practice; and examine implications of practice for themselves, their students, and their community. Each intern is mentored by an experienced university supervisor. The internship begins only during the Fall Quarter and seminar meets once a month. Seminar is taken for 3SH per quarter for three consecutive quarters. A grade of X is posted the first two quarters; a single grade is submitted at the end of the third quarter. Prerequisite(s): Admission to the CPS/NLU partnership; Concurrent enrollment in NLU coursework; Position as the full-time teacher of record in an elementary [K-8] classroom in Chicago Public Schools. 3 semester hours each for 3 consecutive terms (total 9SH).
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3.00 Credits
Route to Certification Candidates This seminar provides the Alternative Route to Certification interns the opportunity to reflect upon their knowledge, skills, and dispositions for teaching and learning; evaluate and integrate theory and practice; and examine implications of practice for themselves, their students, and their community. Each intern is mentored by an experienced, certified teacher and university supervisor. The internship begins only during the Fall Quarter and seminar meets once a month. Seminar is taken for 3 semester hours per quarter for 3 consecutive quarters. A grade of X is posted the first two quarters; a single grade is submitted at the end of the third quarter. Prerequisite(s): Completion of all coursework in Phase I with grades of B or higher; Completion of all general education requirements; Passing score on the Elementary/Middle Level Content Area Test for ISBE; Position as a full-time teacher in a regular elementary [K-8] classroom. 3 semester hours per term for three consecutive terms (total 9SH)
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1.00 - 4.00 Credits
1-4 semester hours
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1.00 - 4.00 Credits
1-4 semester hours
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3.00 Credits
The key purpose of full-time, university supervised student teaching is to enable pre-service teachers to make the transition into the profession of teaching. Beyond time spent in a classroom with students, teacher candidates build relationships with colleagues, administrators, and parents as well as focus on their own individual development. A monthly student teaching seminar is an integral part of the student teaching experience. The purpose of the seminar is to provide teacher candidates with a framework of support, reflection and instruction as they COURSE DESCRIPTIONS 300 NATIONAL COLLEGE OF EDUCATION meet the responsibilities of student teaching and fulfill the NCE Elementary Education Program requirements for this course. Prerequisites: Successful completion of ELE 587 Resident Teacher Practicum in Elementary Education. Pass the Illinois Elementary Education State content test (03), or its equivalent (for out of state students). 6 semester hours.
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2.00 Credits
This internship is required for all candidates with a Resident Teacher Certificate. The seminar provides the candidates an opportunity to describe and reflect upon their knowledge, skills, and dispositions for teaching; to evaluate and integrate theory and practice; to examine implications of practice for themselves, students and community; and to develop an understanding of the multiple roles of teachers. Also, each candidate is mentored in the classroom by an experienced, certified teacher and a university supervisor. Candidates enroll in the internship for two semester hours for six consecutive terms (12 semester hours) during their first two years of teaching. Prerequisite(s): *Employed as a teacher in a partnership district *Admitted to the Resident Teacher Program in the area in which they are seeking certification and degree *Hold a Resident Teacher Certificate Resident teachers must successfully complete (grade of B or higher) all coursework in terms 1, 2, and 3; Resident Teacher Internship A; have satisfactory district-level evaluations; and pass the appropriate ISBE content area test to continue into terms 4, 5, and 6 and Resident Teacher Internship B. A grade of X is assigned for the first two terms and a letter grade is assigned for the third term [and replaces the X] for each separate internship year. 2 semester hours per term for two years, (6 semester hours per year for a total of 12 semester hours)
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3.00 Credits
This course is designed to enhance doctoral students and advanced school psychology students understanding of current developmental theories and research and the implications of these to psychological and educational practice. The course focuses on selected key theories and research related to the interaction of biological, cognitive, social, educational, familial and cultural factors influencing development during infancy, early childhood, middle childhood, adolescence and adulthood. Students explore an area or topic of their choice in depth through selected readings, class discussions, oral presentation, and integrative paper. 3 semester hours
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3.00 Credits
Through this course students explore theory and research in human development from early adulthood through all adult years. An emphasis is placed upon the examination of sequences of life tasks inherent in a pluralistic society. Topics may include: history and research; biological, physical, and health issues; theories of adult development; cognitive functioning; social relationships; marriage; parenthood; and occupations and careers. Prerequisites: EPS500 or equivalent. 3 semester hours
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