53 - Secondary Education

Candidates will complete a minimum of 50 hours of field experience in a middle school where they will have an opportunity to participate in the development and delivery of lesson plans. Candidates will examine theories of classroom management, analyze classroom scenarios and formulate a plan that supports a positive learning community. Candidates will reflect on their educational experiences, field experience observations and current research in education as they familiarize themselves with reflective practice.

This seminar is designed to encourage candidates to explore effective practice, examine assessment data and work with families and the larger community to create active learning environment. Candidates complete a 50-hour field experience in a high school setting with an opportunity to design and deliver several lessons. In addition, they will reflect on their educational experiences, observations, theory and current research in education as they refine their professional portfolio.

This course is designed to help teacher candidates and/or practicing teachers learn practical, effective ways to integrate technology resources and technology-based instructional methods into everyday classroom practices and ensure that students meet ISTE and ISBE standards for technology. The course will explore theories of learning and how technology can be used to differentiate the curriculum to meet various learning styles and diverse cultures present in today's classrooms.

This course provides an overview of the identification, assessment and instructional needs of English Language Learners at the elementary and secondary levels.  The importance of culture in addressing the educational and social needs of immigrant students is explored.  Candidates will investigate strategies to assess and teach English language skills to limited English proficient students. Accommodations for content area lessons and assessments to foster the success of all students in a multi-language, multi-ethnic learning community.

This course will encourage teacher candidates to examine several components of teaching and how these components interact to create a positive learning community. Candidates will learn to design standard-based lesson plans and explore a wide range of strategies that will best address the academic and behavioral needs of the diverse middle and high school populations. Through field experiences, lesson plan development and micro-teaching, candidates will create learning materials that demonstrate their understanding of the needs of various populations (ELL, special needs and minority populations). Candidates will explore theories and techniques to create a positive and well-managed learning community. A 50-hour field experience in a middle school setting is associated with this course with concurrent enrollment in 53-200.

This course is intended to develop the abilities of teacher candidates to apply the techniques of speaking and listening in a variety of settings to the 6-12 English/language arts classroom. Candidates will be encouraged to use critical thinking and problem solving in different contexts and modes of communication. Issues of diversity and ethics will be addressed.

This course focuses on instructional methods and techniques used to differentiate the curriculum in theology in Catholic schools.  Particular emphasis is placed on strategies and materials used to teach religion as well as focus on the importance of the internal teacher.  Attention is also given to recognizing common student misperceptions. 

This course focuses on instructional methods and techniques used to differentiate the curriculum in mathematics. Particular emphasis is placed on strategies and materials used to teach math as well as assessment tools used to measure student progress. ISBE and national content learning standards and recommendations for reform in mathematics instruction are incorporated. Attention is given to recognizing common student misperceptions.

This course focuses on instructional methods and techniques used to differentiate the curriculum in social studies. Particular emphasis is placed on strategies and materials used to teach the social sciences as well as assessment tools used to measure student progress. ISBE and national content learning standards and current issues in social science education are incorporated. Attention is given to recognizing common student misperceptions. Candidates will perform activities and master techniques associated with good social science instruction.

This course is intended to provide teacher candidates with knowledge of educational psychology with particular emphasis on adolescent development. The course will explore physical, intellectual, emotional and social development of the adolescent learner. The course will include a study of the development of middle school education: its philosophies, concepts and overall curriculum considerations.

This course focuses on instructional methods and techniques used to differentiate the curriculum in English/language arts. This course addresses issues related to multiple uses of literature and approaches to literary interpretation; the philosophical and theoretical basis underlying the uses of reading and writing in the English classroom; the interrelations of reading, writing, listening and speaking; methods by which writing and reading can be used to support the study of various genres as inquiry and other issues (grammar, syntax) relevant to the English teacher. Particular emphasis is placed on standards-based lessons as well as measurement tools used to measure student progress. Attention is given to recognizing common student misperceptions.

This course introduces candidates to the materials, theories and strategies applicable to reading and literacy in all content areas. Candidates will discuss ways in which multiple forms assessment data are interpreted and used. Particular emphasis is placed on modifications beneficial to ELL and special need students.

This course focuses on instructional methods and techniques used to differentiate the curriculum in a science class (biology, chemistry, physics). Particular emphasis is placed on strategies and materials used to teach science, issues regarding safety and welfare and assessment tools used to measure student progress. ISBE and national content learning standards and recent science education reform proposals are incorporated. Attention is given to recognizing common student misperceptions.

This course introduces the candidates to global perspectives of past and contemporary issues and theories of education. It includes a historical perspective of the educational systems and traditions as well as a review of current issues in education. Candidates will compose a research paper on contemporary philosophies and use the course content to construct and discuss their personal philosophy of education.

This series of workshops covers topics of interest and importance to both the teacher in training and the experienced teacher. The focus of these workshops is practical applications in the classroom.

This workshop introduces candidates to the materials, theories and practical application of strategies applicable to the content fields in middle and secondary schools.  Emphasis is on functional techniques for incorporating reading into subject matter instruction.

Candidates will examine a variety of research-based strategies and interpret data associated with standardized and classroom assessments. The purposes, characteristics and limitations of assessments will be explored. Candidates will have the opportunity to use data to make instructional decisions and discuss the limitations of measurements used to assess student progress in meeting national and state learning standards. The candidate will have the opportunity to apply content area knowledge, students' development needs and culturally responsive pedagogy in the process of developing lesson plans and assessment tools for a variety of instructional purposes. A 50-hour field experience in high school setting is associated with this course with concurrent enrollment in 53-300.

This course is intended for those candidates who need extended field experiences with the ongoing supervision by University personnel.  Length of field experiences will be determined by the Department and is subject to Department Chair approval.  Completion of this experience does not guarantee eligibility for student teaching.

Candidates will complete a 15-week student teaching opportunity. They will be expected to assume full responsibility for the duties of classroom teacher, including development delivery and assessment of instruction, grading and evaluation of students, classroom management, communication with parents and school personnel and interpretation of data related to student learning. Progress in development is carefully monitored through observation and feedback from the mentor teacher, University supervisor and content area specialist.

This course includes a study or project done under the direction of a member of the Department of Secondary Education.