Education Department Education Department Education Department Education Department Education Department

School of Education & Health Sciences

Education Department

Questions?

Bruce Spitzer

(630) 637-5738

baspitzer@noctrl.edu

Education Department

For more than 150 years, North Central College has educated some of America’s most exceptional teachers. Year after year, our graduates have taken the lead in classrooms, motivating and inspiring young people to reach their full potential.

Today we continue that tradition with our most talented, committed students. State licensure (formerly known as state certification) requirements have grown increasingly demanding—and our expectations have risen with them. North Central College recently aligned its curriculum with Illinois Professional Teaching Standards. Formal partnerships with five Chicago-area school districts pair students with top-quality mentors and offer a wide range of rigorous field experiences in both high-performing and high-need settings.

To succeed as a teacher candidate at North Central, you’ll need uncommon dedication and skill. But if you accept the challenge, we’ll stand by you every step of the way.  North Central faculty are dedicated not only to challenging you, but also to mentoring you—to nurturing your talents while pushing you to surpass your own expectations. We regularly hear from principals that North Central candidates are among the most well-prepared teachers and student teachers on their staffs. Our recent alumni have earned accolades as Illinois Teacher of the Year, Illinois Principal of the Year, Golden Apple Award-winner and many more.

The Education Department is fully accredited by the Illinois State Board of Education. The Council for the Accreditation of Educator Preparation (CAEP) (formerly NCATE and TEAC) standards are used to assess the programs offered at North Central College.

Elementary Education, B.A.

For additional programs and courses in this department, see Education.

Curriculum for Elementary Education Major and Licensure

Students seeking elementary licensure must satisfy:

  1. North Central College's elementary education major
  2. North Central College's general education requirements
  3. State of Illinois licensure requirements for grades 1-6
  4. A minimum of 120 total credit hours to graduate

NOTE: Each course can be used for only one licensure requirement.

NOTE: All students completing a degree program must adhere to the number of credit hours as indicated below.

General Education Requirements

  • MTH 108 - Elementary Mathematics III must be taken to fulfill the Mathematics requirement (prerequisites of MTH 106 and MTH 107)

    MTH 108 - Elementary Mathematics III

    3.00 credit hours

    Continuation of MTH 107 to include Euclidean and transformational geometry, measurement and the metric system, basic algebra, probability and applied statistics. Emphasis on problem solving.

    Prerequisite(s)


    MTH 107, high school geometry and Elementary Education major.

    Core

    Mathematics.
    IAI

    M1 903

    Schedule Of Classes

  • PSC 101 - Introduction to American Government must be taken within the Social Science requirement

    PSC 101 - Introduction to American Government

    3.00 credit hours

    Introduction to American politics, the Constitution, Congress, Presidency, political parties, interest groups and principal contemporary problems of the U.S. government. Satisfies teacher certification requirements in Illinois and the U.S. Constitution.

    Core

    Social Science.
    IAI

    S5 900

    Schedule Of Classes

  • PSY 100 - Psychology: Science of Behavior must be taken within the Social Science requirement

    PSY 100 - Psychology: Science of Behavior

    3.00 credit hours

    An examination of the basic concepts, processes, theories and empirical findings concerning the behavior of organisms. Consideration is given to the following topics: physiological and developmental basis of behavior, sensory and perceptual processes, states of consciousness, learning and memory and motivation and emotion, as well as personality, intellectual functioning, psychopathology and social influences on behavior.

    Core

    Social Science.
    IAI

    S6 900

    Schedule Of Classes

  • PSY 210 - Child Development must be taken within the Social Science requirement

    PSY 210 - Child Development

    3.00 credit hours

    Theory and research from the field of child development are studied in order to better understand the child's physical, language, cognitive, social and emotional development from birth to adolescence.

    Prerequisite(s)


    PSY 100.

    Core

    Social Science.
    IAI

    S6 903

    Schedule Of Classes

  • ENG 196 - Reading Literature must be taken within the Humanities requirement

    ENG 196 - Reading Literature

    3.00 credit hours

    Introduces students to close reading of literature, including poetry, drama, fiction (short stories, novels, graphic novels and film) and encourages the appreciation and analytical exploration of literary texts. The course provides the critical vocabulary and methods needed to read and respond to a wide array of literature available to the twenty-first century reader and demonstrates the openness and flexibility of literary genres.

    Prerequisite(s)


    ENG 115 or ENG 125.

    Core

    Humanities.

    Schedule Of Classes

U.S. History

One of the following must be taken within the Humanities requirement:

  • HST 115 - Topics in U. S. History (U.S. American West)

    HST 115 - Topics in U. S. History

    3.00 credit hours

    This course provides an opportunity to explore a specific topic in U.S. history with particular attention to cultural, social and political factors. Topics may include significant figures in American history (i.e. Abraham Lincoln, Jane Addams), time frames (i.e. 1960s, 1850s), themes (i.e. gender, religion) or places (i.e. the American West). Repeatable with different content.

    Core

    Humanities or Social Science.

    Schedule Of Classes

  • HST 120 - Chicago History

    HST 120 - Chicago History

    3.00 credit hours

    This introduction to Chicago history explores the development of the metropolitan area through a variety of media, including sports, literature, social criticism, architecture, economics, business and the built environment. Class time is devoted to discussion on the readings, videos and tours.

    Core

    Humanities or Social Science.

    Schedule Of Classes

  • HST 221 - U.S. History to 1865

    HST 221 - U.S. History to 1865

    3.00 credit hours

    The development of American society from the colonial era to the end of the Civil War. Attention to the political, social, cultural and intellectual life of the United States during the colonial period, the revolutionary era, the early Republic and the Civil War.

    Prerequisite(s)


    One humanities or social science course.

    Core

    Humanities or Social Science.

    Schedule Of Classes

  • HST 223 - U.S. History from 1865–1945

    HST 223 - U.S. History from 1865–1945

    3.00 credit hours

    This course examines the major political, economic and social developments in the United States from the end of the Civil War to the end of World War II in order to understand the creation of modern America. During this critical period, the United States was transformed from a rural nation into an urban and industrial nation. In the late nineteenth century, America had little involvement in world affairs, but by the end of World War II, it was the most powerful military and economic force in the world.

    Prerequisite(s)


    One humanities or social science course.

    Core

    Humanities or Social Science.

    Schedule Of Classes

  • HST 248 - American Environmental History

    HST 248 - American Environmental History

    3.00 credit hours

    This broad survey of American history from an environmental perspective examines the ways that different groups of Americans adapted to and changed the landscape, and analyzes their ideas about nature. Major themes include the new perspective of environmental history, reading the landscape, the role of region in America and knowing nature through labor.

    Prerequisite(s)


    One humanities or social science course.

    Core

    Humanities or Social Science.

    Schedule Of Classes

  • HST 249 - African-American History

    HST 249 - African-American History

    3.00 credit hours

    History of African-Americans, including the background of Africa, slavery, emancipation and the current struggle for racial equality.

    Prerequisite(s)


    One humanities or social science course.

    Core

    Humanities or Social Science.

    Schedule Of Classes

Laboratory Science

An additional four credit hours of laboratory science is also required for a total of 10.5 hours of science, including:

Professional Education Requirements

  • EDN 101 - Teaching Today

    EDN 101 - Teaching Today

    3.00 credit hours

    Examination of the structures that frame the work of teaching and learning in schools. Emphasis on the impact of curricular learning standards on teaching, learning and decision making. An overview of the profession, the Danielson Framework for Teaching, the Illinois Professional Teaching Standards, Common Core Standards and the expectations of the North Central College Teacher Education Program will be introduced in this gateway course. Required: 15 field experience hours must be completed at North Central College.

    Prerequisite(s)


    State of Illinois Background Check and TB Test.

    Schedule Of Classes

  • EDN 228 - Elementary Teaching I

    EDN 228 - Elementary Teaching I

    3.00 credit hours

    Introduction to teaching methods including instructional and assessment strategies. Emphasis on direct teaching, interactive instructional strategies and assessment strategies that develop the skills and processes needed to help elementary students acquire foundational, conceptual and procedural knowledge.

    Prerequisite(s)


    EDN 101; PSY 205; PSY 210; U.S. History; pass TAP 400 or qualifying ACT with writing.

    Schedule Of Classes

  • EDN 229 - Elementary Teaching I Field Experience

    EDN 229 - Elementary Teaching I Field Experience

    0.50 credit hours

    Req: 25 field experience hours.

    Prerequisite(s)


    EDN 101 Field Experience.

    Schedule Of Classes

  • EDN 260 - Literacy I - Introduction to K-8 Literature and Foundations of Literacy

    EDN 260 - Literacy I - Introduction to K-8 Literature and Foundations of Literacy

    3.00 credit hours

    A foundational understanding of the nature of reading and the components of reading. Students will be introduced to various reading and learning theories and the relationships between the theories and effective reading instruction for students at 1-6 levels. This course will also focus on methods of using children's literature for reading instruction as well as the understanding of genre, text structure and the selection of quality books.

    Prerequisite(s)


    ENG 196.

    Schedule Of Classes

  • EDN 320 - The Elementary Learning Environment *

    EDN 320 - The Elementary Learning Environment

    3.00 credit hours

    Examination of management models and strategies, as well as school policy related to discipline.  Emphasis on the types of diversity and ways of making classrooms, curricula and insturctional strategies suitable for a diverse student population.

    Prerequisite(s)


    PSY 205.

    Schedule Of Classes

  • EDN 324 - Foundations for Teaching Mathematics in the Elementary School *

    EDN 324 - Foundations for Teaching Mathematics in the Elementary School

    3.00 credit hours

    A foundations for the guiding principles and learning theories of teaching mathematics at the elementary and middle school levels. Emphasis is on the application of research-based instructional strategies which facilitate students' conceptual understanding, procedural fluency and mathematical reasoning skills in the mathematics classroom. Topics particular to mathematics education are addressed, such as use of precise mathematics language and development of effective assessment strategies.

    Prerequisite(s)


    MTH 106 or equivalency; MTH 107; MTH 108; PSY 205 or concurrent enrollment; admission to the Teacher Education Program.

    Schedule Of Classes

  • EDN 325 - Elementary Mathematics Field Experience

    EDN 325 - Elementary Mathematics Field Experience

    0.50 credit hours

    Req: 25 field experience hours.

    Prerequisite(s)


    Concurrent enrollment in EDN 324.

    Schedule Of Classes

  • EDN 326 - Elementary Teaching II *

    EDN 326 - Elementary Teaching II

    3.00 credit hours

    Introduction to teaching methods including instructional assessment strategies where K-12 students engage in learning experiences that develop their abilities to apply knowledge that will develop their abilities to analyze, evaluate and create. Emphasis on differentiated instruction, indirect teaching methods and teaching and assessment strategies that facilitate high level learning.

    Prerequisite(s)


    One lab science course, EDN 228 and admission to the Teachers Education Program.

    Schedule Of Classes

  • EDN 327 - Elementary Teaching II Field Experience *

    EDN 327 - Elementary Teaching II Field Experience

    1.00 credit hours

    Req: 50 field experience hours.

    Prerequisite(s)


    Admission to the Teachers Education Program.

    Schedule Of Classes

  • EDN 330 - Teaching Students with Special Learning Needs *

    EDN 330 - Teaching Students with Special Learning Needs

    3.00 credit hours

    An introduction and overview of the field of special education including: historical developments; etiology, characteristics, prevalence and needs of special populations served under IDEA and Section 504; compliance with state and federal regulations related to Special Education, and the importance of collaborative relationships with related services professionals and paraprofessionals. Required: 15 hours field experience.

    Prerequisite(s)


    EDN 200 or EDN 228; PSY 205; acceptance into the Teacher Education Program.

    Schedule Of Classes

  • EDN 362 - Literacy II *

    EDN 362 - Literacy II

    3.00 credit hours

    Prepares pre-service teachers to know, understand and use concepts from reading, language and child development to teach reading, writing, speaking, viewing, listening and thinking skills to students in the primary grade levels. The pre-service teacher will develop techniques to help primary students successfully apply their developing literacy skills to different situations, materials, and ideas.

    Prerequisite(s)


    EDN 260 and admission to the Teacher Education Program.

    Schedule Of Classes

  • EDN 401 - Elementary Assessment of Learning Education *

    EDN 401 - Elementary Assessment of Learning Education

    3.00 credit hours

    Principles, methods and techniques of assessing learning of K-8 students that communicates to students and parents and also informs teacher decision making.

    Schedule Of Classes

  • EDN 411 - Teacher Leadership in the Learning Environment (Capstone course and satisfies LEV seminar requirement)

    EDN 411 - Teacher Leadership in the Learning Environment

    3.00 credit hours

    The purpose of this course is to encourage students to carefully analyze their responsibilities and commitments in the context to leadership for the common good and for purposeful change in our schools. The focal point to explore leadership will center on the issue of equity. The course includes the study of leadership with a focus on relational leadership and teacher leadership as well as the application of leadership theories, concepts and skills in school settings to support equity. Students will also develop their own leadership potential through the completion of personal and leadership self-assessments, values exploration and leadership skill applications through course activities.

    Prerequisite(s)


    For education majors: all EDN courses required for licensure, except EDN 320/EDN 322, EDN 470, EDN 480, EDN 481, EDN 490, EDN 491 and one other EDN course; Junior standing; for non-education majors: Senior standing.

    Schedule Of Classes

  • EDN 436 - Teaching Methods for Students with Special Learning Needs *

    EDN 436 - Teaching Methods for Students with Special Learning Needs

    1.50 credit hours

    Explores effective ways to address the learning needs of students with identified disabilities. This will include differentiated instruction and co-teaching as well as research-based interventions, accommodations and modifications to support students in the following areas: social, behavioral, organizational, environmental and instructional. Emphasis will be placed on approaches to learning and teaching and the role of the general educator with students receiving special education services. Candidates will explore the selection, adaptation and development of instructional supports in the area of lesson design and presentation, materials, assignments and assessment/evaluation.

    Prerequisite(s)


    EDN 200 or EDN 228.

    Schedule Of Classes

  • EDN 460 - Literacy III *

    EDN 460 - Literacy III

    3.00 credit hours

    Prepares students to know, understand, and use concepts from reading, language and child development to teach reading, writing, speaking, viewing, listening and thinking skills to students in the intermediate grade levels. The students will develop techniques to help intermediate students (grades 3-5) successfully apply their developing literacy skills to different situations, materials and ideas.

    Prerequisite(s)


    EDN 326.

    Schedule Of Classes

  • EDN 461 - Literacy III Field Experience *

    EDN 461 - Literacy III Field Experience

    1.00 credit hours

    Required: 50 field experience hours.

    Schedule Of Classes

  • EDN 470 - Pre-Residency Seminar *

    EDN 470 - Pre-Residency Seminar

    1.00 credit hours

    This seminar will serve as a support for the candidate as s/he begins the final stages of the teacher education program, with a focus on the co-teaching model and preparation for the Teacher Performance Assessment. Candidates will be provided an introduction to and receive guidance on the beginning stages of Teacher Performance Assessment (edTPA), as well as the Co-Teaching model. This seminar will be offered in D-term and Summer for students concurrently enrolled in EDN 480 - Residency.

    Prerequisite(s)


    All professional education courses with exception of EDN 411, passing scores on the Content Area Test.

    Schedule Of Classes

  • EDN 480 - Residency *

    EDN 480 - Residency

    8.00 credit hours

    A five-day per week, full day student teaching experience in an elementary and secondary education classroom. Candidates will assume all of the responsibilities of teaching (planning, instruction, assessment, record keeping, etc.) using a co-teaching model to build up to full responsibility.

    Prerequisite(s)


    All professional education courses with exception of EDN 411, passing scores on Content Area Test.

    Schedule Of Classes

  • EDN 481 - Residency Seminar *

    EDN 481 - Residency Seminar

    3.00 credit hours

    This seminar will engage students to expand their knowledge and skills in topics such as engaging instruction, effective assessment, data driven decision-making, parent communication and analysis and reflection on instruction. Focus will be given to all tasks of the Teacher Performance Assessment, edTPA. Additionally, attention will be given to all aspects of professional development, professional service and community involvement.

    Prerequisite(s)


    All professional education courses with exception of EDN 411, passing scores on the Content Area Test.

    Schedule Of Classes

  • PSY 100 - Psychology: Science of Behavior

    PSY 100 - Psychology: Science of Behavior

    3.00 credit hours

    An examination of the basic concepts, processes, theories and empirical findings concerning the behavior of organisms. Consideration is given to the following topics: physiological and developmental basis of behavior, sensory and perceptual processes, states of consciousness, learning and memory and motivation and emotion, as well as personality, intellectual functioning, psychopathology and social influences on behavior.

    Core

    Social Science.
    IAI

    S6 900

    Schedule Of Classes

  • PSY 205 - Educational Psychology

    PSY 205 - Educational Psychology

    3.00 credit hours

    The application of various psychological concepts, theories and experimental findings to an understanding of human behavior in an instructional setting. Group discussions of actual case studies on problems in teaching and education are conducted. The course is required by all states for prospective public school teachers.

    Prerequisite(s)


    PSY 100.

    Schedule Of Classes

  • PSY 210 - Child Development

    PSY 210 - Child Development

    3.00 credit hours

    Theory and research from the field of child development are studied in order to better understand the child's physical, language, cognitive, social and emotional development from birth to adolescence.

    Prerequisite(s)


    PSY 100.

    Core

    Social Science.
    IAI

    S6 903

    Schedule Of Classes

  • *Acceptance into the Teacher Education Program is a prerequisite.

Additional Requirements

  • HST 150 - Mapping the World: Voyages in Global History and Geography

    HST 150 - Mapping the World: Voyages in Global History and Geography

    3.00 credit hours

    An exploration of themes in World History and Geography through the study of maps and their evolution through the premodern and modern eras. Topics include the role of maps in representing religious, political and ethnic identities, patterns of pilgrimage and trade and the increasing power of science in reshaping forms of knowledge and global political and cultural relations.

    Core

    Humanities or Social Science.

    Schedule Of Classes

  • KIN 231 - School Health and Methods of Physical Activity

    KIN 231 - School Health and Methods of Physical Activity

    3.00 credit hours

    Introduces teacher candidates intending to work with children and adolescents to the school-wide and classroom teaching philosophies and methods of health education and physical activity. Skills based instructional strategies such as goal setting, team-building, communication, conflict resolution, stress management and decision-making are emphasized to contribute to the understanding of the developmental dynamic between health and movement.

    Schedule Of Classes

Note:

Grades below "C" in professional education courses and field experiences are not accepted for the education major, education supplemental major or licensure. Note that grades of "C-" are below "C."

If a student receives a "no pass" in a field experience, the student must retake the field experience the next time it is scheduled. If a student passes the field experience but not the class, then both must be retaken.

Only PSY 100 and nine other credit hours of professional education may be transferred in from a two-year college.

Admission to the Teacher Education Program

All students wishing to pursue teacher licensure must apply for admission to the teacher education program. An application, which is available online, should be submitted as soon as the student meets the admission criteria. The following criteria have been established by the Teacher Education Committee (TEC) as requirements for admission to the program:

  1. Complete and submit an application (as soon as items 2-11 have been completed).
  2. Successfully complete EDN 101 with a grade of "C" or higher.*
  3. Successfully complete PSY 100 and nine credit hours in the major with grades of "C" or higher.*
  4. Students must earn a 2.750 grade point average (GPA) overall and in the major field. This includes course work from all institutions attended. A 2.750 GPA must be maintained through through graduation.
  5. Students must earn a 2.750 GPA in professional education courses completed at the time of application.
    Note: A 3.000 GPA must be obtained by the end of the term prior to Residency (student teaching).
  6. Must earn a "C" or higher in all professional education courses completed at the time of application. Candidates must receive permission from the Chair of the Department of Education to retake a course with a grade of "C-".*
  7. One of the following:
    1. Pass the Illinois Test of Academic Proficiency (TAP 400)
                                    -or-
    2. A qualifying score on the ACT or SAT
  8. Declare a major in Elementary Education (not applicable to licensure-only students).
  9. Self-assessment of dispositions (the form and directions are included with the application).
  10. Evaluation of dispositions by a faculty member in the major.
  11. Four-year plan signed by the candidate's assigned advisor.

*Note: Grades of "C-" do not meet the minimum standard of "C."

Elementary Education Major:

Acceptance into the Teacher Education Program is a prerequisite for methods courses requiring 40 or more field experience hours (EDN 324, EDN 326EDN 383, EDN 460 as well as EDN 330).

All Students Enrolling in Education Field Experience Courses:

Consistent with state law that requires Illinois school districts to conduct criminal background investigations of applicants for licensure and non-licensure positions, North Central College requires that all candidates seeking Illinois licensure submit to a criminal background fingerprint check prior to their field experience in the schools. The College has chosen Accurate Biometrics to conduct these background checks on its behalf. NCC will not accept criminal background check reports from other sources. Information about how to complete the background check with Accurate Biometrics is contained in the NCC Department of Education Student Handbook and on the department website.

Background checks and valid T.B. tests are required in order for students to register for the following courses: EDN 101, EDN 211, EDN 361, EDN 201, EDN 302, EDN 330, EDN 325, EDN 327, EDN 229, EDN 332, EDN 371, EDN 373, EDN 381, EDN 461 and EDN 480 (or any other course requiring interactions with school-age children). Only a candidate whose background check is clear or states "no record" is eligible to be placed in the schools. The process that will be followed in the event of a record on the background check is described in the NCC Department of Education Student Handbook. The candidate is responsible for payment of all fees associated with the initial background check and any subsequent background checks required by the individual districts, as well as T.B. tests.

Field Experience

Field experiences equivalent to a minimum of 180 clock hours prior to the student teaching residency must be documented and include the following:

  • 150 hours minimum through methods courses with field experience components
  • 15 hours completed in each EDN 101 and EDN 330 

Students are encouraged to complete more than the 180 hour minimum. Only 30 field experience hours may be transferred from another college. Official documentation of those hours completed at another college must be submitted directly to the education department. STUDENTS MUST HAVE THEIR OWN TRANSPORTATION AVAILABLE OR USE PUBLIC TRANSPORTATION.

Students taking a course with 40 or more field experience hours should develop their course schedule so that they have 2–3 hours available during the school day for 2–3 days per week to complete field experience hours.

Field experience assignments are arranged only by the cooperating school administration and the coordinator of field experiences. IN NO CASE should the student initiate contact with a school administrator or cooperating teacher, or have anyone else initiate contact on their behalf, to arrange an assignment unless he/she has received permission from the coordinator of field experience. Students taking courses with a field experience component must be registered for the course at least 15 days in advance of the start of the term so that a placement may be secured.

Students registering for any course with a field experience component are required to complete a background check and have a valid T.B. test. For further information, see the NCC Department of Education Student Handbook.

Student Teaching Residency

In this final step in preparation for licensure, students receive practical classroom experience in one of several schools that cooperate with North Central College in providing this program. All student teachers should expect to be assigned to any cooperating school system depending upon:

  1. availability of qualified cooperating teachers
  2. number of student teachers in the area
  3. distance from North Central College
  4. passing the Subject Matter Knowledge state exam
  5. quality of the student teacher's application and credentials

Student teaching residency assignments are arranged only by the cooperating school administration and the coordinator of field experiences. IN NO CASE does the student initiate contact with a school administrator or cooperating teacher, or have anyone else initiate contact on their behalf, to arrange an assignment.

Students should not plan to student teach in a school from which they graduated or in which their child/children attend, or in a school district in which a relative is currently employed or serves on the school board.

GENERAL REQUIREMENTS FOR ELIGIBILITY TO PARTICIPATE IN THE STUDENT TEACHING RESIDENCY

All students seeking placement as student teachers are required to submit a completed application for the student teaching residency one year in advance of the term of the student teaching residency, by the Monday of the third week of the term. Students who do not meet this deadline are not guaranteed a student teaching residency placement. Applications are available online.

Additionally, in order to student teach, all students must meet the following criteria:

  1. Be admitted to the Teacher Education Program.
  2. Complete a minimum of 15 credit hours at North Central College taken within the previous six years that include:
    1. one course in the teaching major at the 300-level or higher
    2. 155 (secondary/K-12) or 180 (elementary) field experience hours, prior to student teaching residency.
  3. Secondary Education majors must attain a minimum GPA of 2.5 in the major, 2.75 overall and a 3.0 in professional education courses by the end of the term prior to student teaching residency (Fall, Winter and Spring). Elementary Education majors must attain a minimum GPA of 2.75 in the major and overall and a 3.0 in professional education courses by the end of the term prior to student teaching residency (Fall, Winter and Spring).
  4. Pass all areas of the Subject-Matter Knowledge state exam. If the Department of Education does not receive passing scores for the content test prior to the first day of student teaching residency, the placement will be canceled. Students should take the test at least two test reporting dates prior to the student teaching residency.
  5. Complete all of the professional education courses and field experiences with grades of "C" or higher.* EDN 411 is the only professional education course that can be taken after the student teaching residency.
  6. Complete anchor assignments, following Education department criteria, based on the Illinois Professional Teaching Standards and submit before the student teaching residency.
  7. Secondary Education students must complete nine of the courses required for the academic teaching major or course work in the teaching major equivalent to that as defined by the College.

* Note: Grades of "C-" do not meet the minimum standard of "C."

The student must have transportation available and must be able to be at the appointed school during the entire day without any conflicts. Students are placed as student teachers within public school districts within a radius of approximately 30 miles from the college. Exceptions are made for students who wish to student teach in an urban setting. Students may be required to interview with the prospective school district in which they will student teach. Students may also be required to attend institute and faculty meetings which occur in August and September, regardless of the term in which they student teach. Some school districts require student teachers to complete an additional background check prior to beginning student teaching, in addition to the FBI background check required by the Department of Education. Students are responsible for any costs associated with additional background check requirements.

Student teachers are required to attend seminars on campus during the student teaching term, and to complete and pass the edTPA.

An additional fee of $150 is required for Supervised Student teaching residency. See schedule of Miscellaneous Fees.

Additional policies and information concerning student teaching residency can be found in the Department of Education Student Handbook and the Student Teaching Residency Handbook.

Requirements for Teacher Licensure

Graduating seniors should apply for a license to teach in Illinois by filing an audit with the department's licensure officer prior to graduation. The licensure officer will process licensure entitlements only after the teacher candidate has fulfilled all degree and licensure requirements. Specific details are available in the education department and on the education department website.

According to Illinois Administrative Rule 25.100, "beginning February 1, 2012, candidates must have received a grade of C or better in all major and professional education coursework and in any coursework they are using as part of an application for endorsement or an approval. This includes transfer coursework, coursework taken in an alternative certification program and any undergraduate coursework that counts toward certificate requirements."

The following must also be completed:

  1. ILLINOIS LICENSURE TESTING SYSTEM (ILTS)
    Teacher candidates must pass the state-mandated Illinois Licensure Testing System (ILTS) tests developed and implemented by the Illinois State Board of Education (ISBE). This includes the Test of Academic Proficiency (TAP) and the Subject Matter Knowledge tests. Registration information and study packets are available online at http://www.il.nesinc.com.
  2. edTPA
    Teacher candidates must pass the edTPA, a performance-based assessment which is taken during the student teaching residency. Teacher candidates will submit their edTPA portfolio to Pearson Education and each candidate's portfolio will be scored by two evaluators outside of NCC. Teacher candidates who do not pass the edTPA will not qualify for licensure.
  3. Residency
    Teacher candidates must complete a minimum of 17 weeks of the Residency experience. The length of Residency for fall term is dependent on when the candidate's placement school begins the school year. The candidate is expected to begin the Residency when the candidate's cooperating teacher reports according to district policy and continue in the Residency through finals week. 
  4. Post-Residency Field Experience
    Teacher candidates will complete a Post-Residency Field Experience for three weeks during D-term for licensure. During the three weeks in D-term, candidates are required to spend full days at the Residency placement site; will engage in phasing out of the full teaching responsibility; and, will observe other teachers in the placement site during the final week.
  5. K-12 LICENSE
    Teacher candidates qualifying for the license (K-12) in art or music must have field experiences at the elementary, middle school and secondary levels. K-12 art, music and foreign language candidates may teach at the elementary, middle or high school level. K-12 candidates must fulfill the General Education and Professional Education Requirements listed in Secondary Education curriculum.

Supplemental Secondary Education, B.A.

For additional programs and courses in this department, see Education.

Curriculum for Supplemental Secondary Education Major and Licensure, (Art K-12, Foreign Language K-12, Music K-12)

Students seeking K-12 or secondary licensure earn a supplemental major in secondary education. For a supplemental major in secondary education students must satisfy:

  1. North Central College's academic major
  2. North Central College's general education requirements
  3. State of Illinois licensure requirements for grades K-12 or 9-12

NOTE: All students completing a degree program must adhere to the number of credit hours indicated below.

General Education Requirements

The secondary education program follows the College's general education program. Credit hours counted for the purpose of meeting general education requirements may also be counted for licensure in the major field.

Professional Education Requirements

A typical student will need over 120 total credit hours to graduate. Refer to the content area for more information.

  • EDN 101 - Teaching Today

    EDN 101 - Teaching Today

    3.00 credit hours

    Examination of the structures that frame the work of teaching and learning in schools. Emphasis on the impact of curricular learning standards on teaching, learning and decision making. An overview of the profession, the Danielson Framework for Teaching, the Illinois Professional Teaching Standards, Common Core Standards and the expectations of the North Central College Teacher Education Program will be introduced in this gateway course. Required: 15 field experience hours must be completed at North Central College.

    Prerequisite(s)


    State of Illinois Background Check and TB Test.

    Schedule Of Classes

  • EDN 200 - K-12 and High School Teaching I

    EDN 200 - K-12 and High School Teaching I

    3.00 credit hours

    Introduction to teaching methods including instructional and assessment strategies. Emphasis on direct teaching, interactive instructional strategies, and assessment strategies that develop the skills and processes needed to help K-12 students acquire foundational, conceptual and procedural knowledge.

    Prerequisite(s)


    EDN 101; PSY 205; pass TAP 400 or qualifying ACT with writing.

    Schedule Of Classes

  • EDN 201 - K-12 and High School Teaching I Field Experience

    EDN 201 - K-12 and High School Teaching I Field Experience

    1.00 credit hours

    Req: 50 field experience hours.

    Prerequisite(s)


    Concurrent enrollment in EDN 200.

    Schedule Of Classes

  • EDN 276 - Foundations of Teaching Reading *

    EDN 276 - Foundations of Teaching Reading

    1.50 credit hours

    A foundation for the basic understanding of the reading and writing processes and applications of research-based instruction strategies to facilitate effective literacy learning in 6-12 classroom settings. The goal is to facilitate the student's ability to increase middle and high school students' performance in content areas through the understanding of the reading process, the demands of academic literacy and the characteristics of adolescent learners. Students in this course are exposed to targeted reading instructions for struggling adolescent readers as well as readers from linguistic and culturally diverse backgrounds.

    Prerequisite(s)


    EDN 200; PSY 205 or PSY 220.

    Schedule Of Classes

  • EDN 322 - The High School Learning Environment *

    EDN 322 - The High School Learning Environment

    3.00 credit hours

    Examination of management models and strategies, as well as school policy related to discipline. Emphasis on types of diversity and ways of making classrooms, curricula and instructional strategies suitable for a diverse student population.

    Prerequisite(s)


    Junior standing; EDN 200 or concurrent enrollment.

    Schedule Of Classes

  • EDN 330 - Teaching Students with Special Learning Needs *

    EDN 330 - Teaching Students with Special Learning Needs

    3.00 credit hours

    An introduction and overview of the field of special education including: historical developments; etiology, characteristics, prevalence and needs of special populations served under IDEA and Section 504; compliance with state and federal regulations related to Special Education, and the importance of collaborative relationships with related services professionals and paraprofessionals. Required: 15 hours field experience.

    Prerequisite(s)


    EDN 200 or EDN 228; PSY 205; acceptance into the Teacher Education Program.

    Schedule Of Classes

  • EDN 331 - Elementary Art Methods (Art Education majors only)

    EDN 331 - Elementary Art Methods

    3.00 credit hours

    An interactive study of art education issues and practices for the elementary portion of K-12 Art Teacher certification. Through discussion, observation and modeling, students use state goals and curricula to develop a meaningful, integrated art program. The focus is on sequential skill building, expressive content lessons and teaching strategies based on the physical, social and emotional needs of the K-5 student.

    Prerequisite(s)


    ART 107, ART 110, ART 120, EDN 200, acceptance into the Teacher Education Program.

    Schedule Of Classes

  • EDN 332 - Elementary Art Field Experience (Art Education majors only)

    EDN 332 - Elementary Art Field Experience

    1.00 credit hours

    Provides students with an extended field experience in an elementary school art classroom supervised jointly by an NCC supervisor and the classroom teacher. Students complete 50 hours of supervised field work, applying research-based methods to actual teaching situations in the elementary school setting. At least twice during the term, an NCC supervisor observes the students as they conduct lessons and conducts a follow up conference in which the student and supervisor evaluate and discuss the lesson.

    Schedule Of Classes

  • EDN 351 - Elementary Music Education (Music Education majors only)

    EDN 351 - Elementary Music Education

    3.00 credit hours

    A study of music and its function in the elementary school curriculum. Students participate in hands-on experiences in teaching music and develop pedagogical techniques suitable for students at the elementary level.

    Schedule Of Classes

  • EDN 360 - Content Reading *

    EDN 360 - Content Reading

    3.00 credit hours

    Examines the current research, curricular goals and methods of teaching reading in the high school content areas. Students apply strategies for teaching reading within their specific disciplines. Content literacy in a standards-based curriculum and research-based best practices for teaching all secondary readers-struggling, gifted, English-language learning and challenged-are studied.

    Prerequisite(s)


    EDN 101; PSY 205 or PSY 220; EDN 200; admission to the Teachers Education Program.

    Schedule Of Classes

  • EDN 361 - Content Reading Field Experience *

    EDN 361 - Content Reading Field Experience

    0.50 credit hours

    Req: 25 field experience hours.

    Prerequisite(s)


    Concurrent enrollment in EDN 360.

    Schedule Of Classes

    • EDN 3-- Content Specific High School Methods*
  • EDN 371 - High School Field Experience *

    EDN 371 - High School Field Experience

    1.00 credit hours

    Provides students with an extended field experience in a secondary classroom in the student's major content area (English, foreign language, mathematics, social studies, speech, art, music or physical education). Students complete 50 hours of supervised field work applying research-based methods and techniques to actual teaching situations under the joint supervision of the cooperating classroom teacher and the NCC supervisor. Req: 50 field experience hours.

    Schedule Of Classes

  • EDN 373 - Field Experience: K-12 Methods/Techniques in Art and Music *

    EDN 373 - Field Experience: K-12 Methods/Techniques in Art and Music

    1.00 credit hours

    Provides students with an extended field experience in a secondary classroom in the student's major content area (art or music). Students complete 40 hours of supervised field work, applying research-based methods and techniques to actual teaching situations, under the joint supervision of the cooperating classroom teacher and the NCC supervisor. Req: 40 field experience hours.

    Prerequisite(s)


    EDN 200.

    Schedule Of Classes

  • EDN 403 - High School Assessment of Learning in Education *

    EDN 403 - High School Assessment of Learning in Education

    3.00 credit hours

    Principles, methods and techniques of assessing learning of K-12 students that communicates to students and parents and also informs teacher decision making.

    Schedule Of Classes

  • EDN 411 - Teacher Leadership in the Learning Environment *

    EDN 411 - Teacher Leadership in the Learning Environment

    3.00 credit hours

    The purpose of this course is to encourage students to carefully analyze their responsibilities and commitments in the context to leadership for the common good and for purposeful change in our schools. The focal point to explore leadership will center on the issue of equity. The course includes the study of leadership with a focus on relational leadership and teacher leadership as well as the application of leadership theories, concepts and skills in school settings to support equity. Students will also develop their own leadership potential through the completion of personal and leadership self-assessments, values exploration and leadership skill applications through course activities.

    Prerequisite(s)


    For education majors: all EDN courses required for licensure, except EDN 320/EDN 322, EDN 470, EDN 480, EDN 481, EDN 490, EDN 491 and one other EDN course; Junior standing; for non-education majors: Senior standing.

    Schedule Of Classes

  • EDN 436 - Teaching Methods for Students with Special Learning Needs *

    EDN 436 - Teaching Methods for Students with Special Learning Needs

    1.50 credit hours

    Explores effective ways to address the learning needs of students with identified disabilities. This will include differentiated instruction and co-teaching as well as research-based interventions, accommodations and modifications to support students in the following areas: social, behavioral, organizational, environmental and instructional. Emphasis will be placed on approaches to learning and teaching and the role of the general educator with students receiving special education services. Candidates will explore the selection, adaptation and development of instructional supports in the area of lesson design and presentation, materials, assignments and assessment/evaluation.

    Prerequisite(s)


    EDN 200 or EDN 228.

    Schedule Of Classes

  • EDN 470 - Pre-Residency Seminar *

    EDN 470 - Pre-Residency Seminar

    1.00 credit hours

    This seminar will serve as a support for the candidate as s/he begins the final stages of the teacher education program, with a focus on the co-teaching model and preparation for the Teacher Performance Assessment. Candidates will be provided an introduction to and receive guidance on the beginning stages of Teacher Performance Assessment (edTPA), as well as the Co-Teaching model. This seminar will be offered in D-term and Summer for students concurrently enrolled in EDN 480 - Residency.

    Prerequisite(s)


    All professional education courses with exception of EDN 411, passing scores on the Content Area Test.

    Schedule Of Classes

  • EDN 480 - Residency *

    EDN 480 - Residency

    8.00 credit hours

    A five-day per week, full day student teaching experience in an elementary and secondary education classroom. Candidates will assume all of the responsibilities of teaching (planning, instruction, assessment, record keeping, etc.) using a co-teaching model to build up to full responsibility.

    Prerequisite(s)


    All professional education courses with exception of EDN 411, passing scores on Content Area Test.

    Schedule Of Classes

  • EDN 481 - Residency Seminar *

    EDN 481 - Residency Seminar

    3.00 credit hours

    This seminar will engage students to expand their knowledge and skills in topics such as engaging instruction, effective assessment, data driven decision-making, parent communication and analysis and reflection on instruction. Focus will be given to all tasks of the Teacher Performance Assessment, edTPA. Additionally, attention will be given to all aspects of professional development, professional service and community involvement.

    Prerequisite(s)


    All professional education courses with exception of EDN 411, passing scores on the Content Area Test.

    Schedule Of Classes

  • PSY 100 - Psychology: Science of Behavior

    PSY 100 - Psychology: Science of Behavior

    3.00 credit hours

    An examination of the basic concepts, processes, theories and empirical findings concerning the behavior of organisms. Consideration is given to the following topics: physiological and developmental basis of behavior, sensory and perceptual processes, states of consciousness, learning and memory and motivation and emotion, as well as personality, intellectual functioning, psychopathology and social influences on behavior.

    Core

    Social Science.
    IAI

    S6 900

    Schedule Of Classes

  • PSY 205 - Educational Psychology

    PSY 205 - Educational Psychology

    3.00 credit hours

    The application of various psychological concepts, theories and experimental findings to an understanding of human behavior in an instructional setting. Group discussions of actual case studies on problems in teaching and education are conducted. The course is required by all states for prospective public school teachers.

    Prerequisite(s)


    PSY 100.

    Schedule Of Classes

  • PSY 220 - Psychology of Adolescence

    PSY 220 - Psychology of Adolescence

    3.00 credit hours

    This course focuses on the developmental tasks of adolescence, such as forming an identity and developing mature relations with peers, family and possible mates. Theory and research in the area of adolescent psychology are examined.

    Prerequisite(s)


    PSY 100.

    Core

    Social Science.
    IAI

    S6 904

    Schedule Of Classes

  • *Acceptance into the Teacher Education Program is a prerequisite.

Note:

Grades below "C" in professional education courses and field experience are not accepted for the education major, supplemental education major or licensure. Note that grades of "C-" are below "C."

If a student receives a "no pass" in a field experience, the student must retake the field experience the next time it is scheduled. If a student passes the field experience but not the class, then both must be retaken.

Only PSY 100 and nine other credit hours of professional education can be transferred in from a two-year college.

Teaching Major

Students must meet the following requirements:

  1. Complete the minimum number of credit hours in the major: art, English, mathematics, music, science (designation in biology, chemistry or physics), social science (designation in history) or foreign language (French, German or Spanish).
  2. Students must follow the guidelines of the NCC approved licensure program.

Admission to the Teacher Education Program

All students wishing to pursue teacher licensure must apply for admission to the teacher education program. An application, which is available online, should be submitted as soon as the student meets the admission criteria. The following criteria have been established by the Teacher Education Committee (TEC) as requirements for admission to the program:

  1. Complete and submit an application (as soon as items 2-11 have been completed).
  2. Successfully complete EDN 101 with a grade of "C" or higher.*
  3. Successfully complete nine credit hours in the major with grades of "C" or higher.*
  4. Students must earn a 2.750 grade point average (GPA) overall and a 2.500 GPA in the major field. This includes course work from all institutions attended. All required GPAs must be maintained through through graduation.
  5. Students must earn a 2.750 GPA in professional education courses completed at the time of application and maintained through graduation.
    Note: A 3.000 GPA must be obtained by the end of the term prior to Residency (student teaching).
  6. Must earn a "C" or higher in all professional education courses completed at the time of application. Candidates must receive permission from the Chair of the Department of Education to retake a course with a grade of "C-".*
  7. One of the following:
    1. Pass the Illinois Test of Academic Proficiency (TAP 400)
                                    -or-
    2. A qualifying score on the ACT or SAT
  8. Declare a major in Secondary Education (not applicable to licensure-only students).
  9. Self-assessment of dispositions (the form and directions are included with the application).
  10. Evaluation of dispositions by a faculty member in the major.
  11. Four-year plan signed by the candidate's assigned advisor.

*Note: Grades of "C-" do not meet the minimum standard of "C."

Supplemental Secondary Education Major:

Acceptance into the Teacher Education Program is a prerequisite for methods courses requiring field experience hours except EDN 200 (EDN 302, EDN 331, EDN 333, EDN 338, EDN 340, EDN 342, EDN 344, EDN 346, EDN 348, EDN 353 and EDN 360 as well as EDN 302 and EDN 330).

All Students Enrolling in Education Field Experience Courses:

Consistent with state law that requires Illinois school districts to conduct criminal background investigations of applicants for licensure and non-licensure positions, North Central College requires that all candidates seeking Illinois licensure submit to a criminal background fingerprint check prior to their field experience in the schools. The College has chosen Accurate Biometrics to conduct these background checks on its behalf. NCC will not accept criminal background check reports from other sources. Information about how to complete the background check with Accurate Biometrics is contained in the NCC Department of Education Student Handbook and on the department website.

Background checks and valid T.B. tests are required in order for students to register for the following courses: EDN 101, EDN 211, EDN 361, EDN 201, EDN 302, EDN 330, EDN 325, EDN 327, EDN 229, EDN 332, EDN 371, EDN 373, EDN 381, EDN 461, and EDN 480 (or any other course requiring interactions with school-age children). Only a candidate whose background check is clear or states "no record" is eligible to be placed in the schools. The process that will be followed in the event of a record on the background check is described in the NCC Department of Education Student Handbook. The candidate is responsible for payment of all fees associated with the initial background check and any subsequent background checks required by individual districts, as well as T.B. tests.

Field Experience

Field experiences equivalent to a minimum of 155 clock hours prior to enrollment in the student teaching residency experience must be documented and include the following:

  • 90-100 hours minimum completed in  EDN 201 and EDN 371 or EDN 373 
  • 30 hours completed in EDN 101 and EDN 330 
  • 25 hours completed in EDN 361 
  • Art students only: 10 hours (to meet the 155 hour requirement through approved volunteer service in schools or other field experiences)
  • Music students only: 25 hours completed in EDN 302.

Students are encouraged to complete more than the 155 hour minimum. Only 30 field experience hours may be transferred from another college. Official documentation of those hours completed at another college must be submitted directly to the education department. STUDENTS MUST HAVE THEIR OWN TRANSPORTATION AVAILABLE OR USE PUBLIC TRANSPORTATION.

EDN 200 - K-12 and High School Teaching I and secondary/K-12 methods courses require a minimum of 40 or 50 clock hours of supervised field experience through concurrent enrollment in a EDN 201, EDN 371 or EDN 373. Students taking a course with a 40 or 50 hour field experience should develop their course schedule so that they have 2-3 hours available during the school day for 2-3 days per week to complete field experience hours.

Field experience assignments are arranged only by the cooperating school administration and the coordinator of field experiences. IN NO CASE should the student initiate contact with a school administrator or cooperating teacher, or have anyone else initiate contact on their behalf, to arrange an assignment unless he/she has received permission from the coordinator of field placement. Students are expected to attend their field experience a minimum of three days per week. Students taking courses with a field experience component must be registered for the course at least 15 days in advance of the start of the term so that a placement may be secured.

Students registering for any course with a field experience component are required to complete a background check and have a valid T.B. test. For further information, see the NCC Department of Education Student Handbook.

Student Teaching Residency

In this final step in preparation for licensure, students receive practical classroom experience in one of several schools that cooperate with North Central College in providing this program. All student teachers should expect to be assigned to any cooperating school system depending upon:

  1. availability of qualified cooperating teachers
  2. number of student teachers in the area
  3. distance from North Central College
  4. passing the Subject Matter Knowledge state exam
  5. quality of the student teacher's application and credentials

Student teaching residency assignments are arranged only by the cooperating school administration and the coordinator of field experiences. IN NO CASE does the student initiate contact with a school administrator or cooperating teacher, or have anyone else initiate contact on their behalf, to arrange an assignment.

Students should not plan to student teach in a school from which they graduated or in which their child/children attend, or in a school district in which a relative is currently employed or serves on the school board.

GENERAL REQUIREMENTS FOR ELIGIBILITY TO PARTICIPATE IN THE STUDENT TEACHING RESIDENCY

All students seeking placement as student teachers are required to submit a completed application for the student teaching residency one year in advance of the term of the student teaching residency, by the Monday of the third week of the term. Students who do not meet this deadline are not guaranteed a student teaching residency placement. Applications are available online.

Additionally, in order to student teach, all students must meet the following criteria:

  1. Be admitted to the Teacher Education Program.
  2. Complete a minimum of 15 credit hours at North Central College taken within the previous six years that include:
    1. one course in the teaching major at the 300-level or higher
    2. 155 (secondary/K-12) or 180 (elementary) field experience hours, prior to student teaching residency.
  3. Secondary Education majors must attain a minimum GPA of 2.5 in the major, 2.75 overall and a 3.0 in professional education courses by the end of the term prior to student teaching residency (Fall, Winter and Spring). Elementary Education majors must attain a minimum GPA of 2.75 in the major and overall and a 3.0 in professional education courses by the end of the term prior to student teaching residency (Fall, Winter and Spring).
  4. Pass all areas of the Subject-Matter Knowledge state exam. If the Department of Education does not receive passing scores for the content test prior to the first day of student teaching residency, the placement will be canceled. Students should take the test at least two test reporting dates prior to the student teaching residency.
  5. Complete all of the professional education courses and field experiences with grades of "C" or higher.* EDN 411 is the only professional education course that can be taken after the student teaching residency.
  6. Complete anchor assignments, following Education department criteria, based on the Illinois Professional Teaching Standards and submit before the student teaching residency.
  7. Secondary Education students must complete nine of the courses required for the academic teaching major or course work in the teaching major equivalent to that as defined by the College.

* Note: Grades of "C-" do not meet the minimum standard of "C."

The student must have transportation available and must be able to be at the appointed school during the entire day without any conflicts. Students are placed as student teachers within public school districts within a radius of approximately 30 miles from the college. Exceptions are made for students who wish to student teach in an urban setting. Students may be required to interview with the prospective school district in which they will student teach. Students may also be required to attend institute and faculty meetings which occur in August and September, regardless of the term in which they student teach. Some school districts require student teachers to complete an additional background check prior to beginning student teaching, in addition to the FBI background check required by the Department of Education. Students are responsible for any costs associated with additional background check requirements.

Student teachers are required to attend seminars on campus during the student teaching term, and to complete and pass the edTPA.

An additional fee of $150 is required for Supervised Student teaching residency. See schedule of Miscellaneous Fees.

Additional policies and information concerning student teaching residency can be found in the Department of Education Student Handbook and the Student Teaching Residency Handbook.

Requirements for Teacher Licensure

Graduating seniors should apply for a license to teach in Illinois by filing an audit with the department's licensure officer prior to graduation. The licensure officer will process licensure entitlements only after the teacher candidate has fulfilled all degree and licensure requirements. Specific details are available in the education department and on the education department website.

According to Illinois Administrative Rule 25.100, "beginning February 1, 2012, candidates must have received a grade of C or better in all major and professional education coursework and in any coursework they are using as part of an application for endorsement or an approval. This includes transfer coursework, coursework taken in an alternative certification program and any undergraduate coursework that counts toward certificate requirements."

The following must also be completed:

  1. ILLINOIS LICENSURE TESTING SYSTEM (ILTS)
    Teacher candidates must pass the state-mandated Illinois Licensure Testing System (ILTS) tests developed and implemented by the Illinois State Board of Education (ISBE). This includes the Test of Academic Proficiency (TAP) and the Subject Matter Knowledge tests. Registration information and study packets are available online at http://www.il.nesinc.com.
  2. edTPA
    Teacher candidates must pass the edTPA, a performance-based assessment which is taken during the student teaching residency. Teacher candidates will submit their edTPA portfolio to Pearson Education and each candidate's portfolio will be scored by two evaluators outside of NCC. Teacher candidates who do not pass the edTPA will not qualify for licensure.
  3. Residency
    Teacher candidates must complete a minimum of 17 weeks of the Residency experience. The length of Residency for fall term is dependent on when the candidate's placement school begins the school year. The candidate is expected to begin the Residency when the candidate's cooperating teacher reports according to district policy and continue in the Residency through finals week. 
  4. Post-Residency Field Experience
    Teacher candidates will complete a Post-Residency Field Experience for three weeks during D-term for licensure. During the three weeks in D-term, candidates are required to spend full days at the Residency placement site; will engage in phasing out of the full teaching responsibility; and, will observe other teachers in the placement site during the final week.
  5. K-12 LICENSE
    Teacher candidates qualifying for the license (K-12) in art or music must have field experiences at the elementary, middle school and secondary levels. K-12 art, music and foreign language candidates may teach at the elementary, middle or high school level. K-12 candidates must fulfill the General Education and Professional Education Requirements listed in Secondary Education curriculum.

English Language Learner Minor

Elementary education majors seeking this minor are required to take over 51 credit hours in EDN; students must complete 69 credit hours outside of EDN to graduate.

For additional programs and courses in this department, see Education.

Minor Requirements

19 credit hours, including:

  • EDN 383 - Methods and Materials for Teaching English Language Learners in ESL/Bilingual Programs

    EDN 383 - Methods and Materials for Teaching English Language Learners in ESL/Bilingual Programs

    3.00 credit hours

    Focuses on methods, approaches and materials used in the teaching of English as a second language. Methods of teaching different language skills as well as theories and practices to differentiate instruction to respond to K-12 English language learners' needs are introduced. Students are engaged in developing, implementing and evaluating lesson plans and materials. This course requires 50 hours of field experience, Practicum.

    Prerequisite(s)


    MCL 380.

    Schedule Of Classes

  • EDN 384 - Field Experience in Methods of Teaching English Language Learners

    EDN 384 - Field Experience in Methods of Teaching English Language Learners

    1.00 credit hours

    Designed to provide students with an extended supervised field experience in an elementary, middle, or secondary school classroom with an emphasis on teaching English language learners. Students observe, assist, and teach several lessons under the joint supervision of a cooperating teacher in the school and a supervisor from NCC. Student must develop lesson plans, conduct the lessons, and evaluate their own teaching of these lessons in consultation with the cooperating teacher and the supervisor. Students submit written lesson plans along with their reflective self-evaluations after the teaching of the lessons. Req: 50 field experience hours.

    Prerequisite(s)


    Acceptance into the Teacher Education Program.

    Schedule Of Classes

  • EDN 385 - Assessment of the ESL/Bilingual Students

    EDN 385 - Assessment of the ESL/Bilingual Students

    3.00 credit hours

    Provides a comprehensive understanding of using assessment data to make informed decisions for the education of English language learners (ELLs). It allows the participants to become aware of critical issues related to the assessment of culturally and linguistically diverse learners. Participants develop the ability to select, construct, administer, interpret and communicate the results of measurement instruments appropriate for English language learners. Participants investigate a variety of formal and informal assessment tools to determine and monitor ELLs' English proficiency in academic settings. Participants are also involved in diagnosing and providing effective instructions to meet the needs of ELLs. This course includes a 25-hour field experience.

    Prerequisite(s)


    EDN 383.

    Schedule Of Classes

  • ENG 370 - Language and Linguistics

    ENG 370 - Language and Linguistics

    3.00 credit hours

    An investigation of the essentials of human language: what it includes (sounds, words, sentence patterns and meanings), how it works, how it varies in social settings and how it changes across time. Required for Secondary Education majors seeking certification in English.

    Schedule Of Classes

  • MCL 380 - Theoretical Foundations of Teaching ESL/Bilingual Students

    MCL 380 - Theoretical Foundations of Teaching ESL/Bilingual Students

    3.00 credit hours

    This course provides students with an overview of the theoretical foundations of ESL and bilingual education. Students are introduced to the historical, philosophical, political, social and educational issues that have contributed to models serving language minority students. A focus on second language acquisition and its impact on learning is provided. Historical trends and legal issues related to second language learning and bilingual education in the United States are discussed.

    Schedule Of Classes

  • MCL 382 - Cross-Cultural Studies for Teaching English Language Learners

    MCL 382 - Cross-Cultural Studies for Teaching English Language Learners

    3.00 credit hours

    This course focuses on students' development of an awareness and understanding of various cultural and linguistic factors that are important in addressing the needs of English language learners. Based on theories of cultural studies and intercultural communication, students examine and analyze behavioral expectations and learning styles of learners from different cultural backgrounds and their impact on cross-cultural teaching and learning. Includes 25 hours of clinical experience. 

    Prerequisite(s)


    MCL 380.

    Schedule Of Classes

One of the following:

  • BIO 300 - Human Sexuality: A Clash of Values

    BIO 300 - Human Sexuality: A Clash of Values

    3.00 credit hours

    In traditional topics in human sexuality (e.g., natural essence of sexuality, reproductive biology, sex research, marriage and other arrangements, reproductive issues) there is a clash of values both within a culture and between cultures. This course includes such controversial issues as religious perspectives, pornography, the media, prostitution and female circumcision. The latter components serve to explore problems that result from the clash of values.

    Prerequisite(s)


    Junior standing.

    Schedule Of Classes

  • COM 317 - Intercultural Communication

    COM 317 - Intercultural Communication

    3.00 credit hours

    A study of the basic components involved in intercultural communication. Topics considered include, but are not limited to: cultural biases, cultural determinants of experiences and backgrounds, social perception, verbal interaction, nonverbal interaction and opinion leadership.

    Prerequisite(s)


    Junior or Senior standing.

    Schedule Of Classes

  • EAS 165 - Introduction to East Asia

    EAS 165 - Introduction to East Asia

    3.00 credit hours

    An introduction to major themes in the cultural history of China and Japan. Foundational texts of East Asian philosophy, religion and literature are read and discussed in their historical context. Important works of East Asian art and film are viewed and analyzed. The goal is to develop a basic familiarity with the evolution of Chinese and Japanese civilizations from their ancient foundations to their modern manifestations.

    Core

    Humanities or Social Science.
    IAI

    S2 908N

    Schedule Of Classes

  • ENG 330 - Multicultural Literature of North America

    ENG 330 - Multicultural Literature of North America

    3.00 credit hours

    An exploration of one or more North American ethnic culture's practices and values through the lens of literature. Students examine oral, musical, religious, philosophical and historical conditions, or traditions that have influenced the formation of ethnic literatures and American culture as a whole.

    Prerequisite(s)


    Junior standing.

    Schedule Of Classes

  • ENG 380 - Global Literature

    ENG 380 - Global Literature

    3.00 credit hours

    An interdisciplinary study of world literatures, focusing on selected topics and regions, usually connected to the College's annual international focus. Texts are examined in the context of the history and culture of their regions. This course may be repeated once with different content.

    Prerequisite(s)


    Junior standing.

    Schedule Of Classes

  • HST 330 - East Asian Thought

    HST 330 - East Asian Thought

    3.00 credit hours

    An historical survey of the East Asian intellectual tradition based on the reading of primary sources in translation and focusing on the cross-fertilization of ideas between the three major intellectual traditions of Confucianism, Taoism and Buddhism.

    Schedule Of Classes

  • HST 348 - The Age of Discovery: Europe 1300–1700

    HST 348 - The Age of Discovery: Europe 1300–1700

    3.00 credit hours

    This course examines the concept of discovery, broadly defined, from the years 1300–1700. It examines the impact and consequences of European exploration of the East and West. The course moves beyond the scope of exploration to consider intellectual discoveries in science and theological and social discoveries that define and clarify concepts such as, but not limited to, rationality and belief and orthodoxy and heresy.

    Prerequisite(s)


    One 200-level history course or instructor consent.

    Schedule Of Classes

  • HST 370 - Seminar in Global History

    HST 370 - Seminar in Global History

    3.00 credit hours

    This seminar examines history on a global scale, with a focus on the period since World War II. Special attention is paid to cultures outside the U.S., as well as to an interdisciplinary perspective, through themes that can include exploration, religion, women's studies, urbanization or economic development.

    Prerequisite(s)


    Junior standing.

    Schedule Of Classes

  • HST 385 - The World Wars of the Twentieth Century

    HST 385 - The World Wars of the Twentieth Century

    3.00 credit hours

    World War I ended Europe's global domination, brought the U.S. to world leadership, and sowed the seeds of subsequent political crises from Nazism to the breakup of Yugoslavia. This seminar considers reasons for the outbreak of war in 1914 and the impact of that struggle both short-term and long term. The focus here is primarily on political questions.

    Prerequisite(s)


    One 200-level history course or instructor consent.

    Schedule Of Classes

  • LEV 350 - Ethnic and Religious Conflict Resolution

    LEV 350 - Ethnic and Religious Conflict Resolution

    3.00 credit hours

    Considers the ways in which conflict, both domestic and abroad, is created and/or exacerbated as well as resolved by religion and ethnicity. The course draws on the resources of many traditional disciplines in understanding the causes and solutions to ethnic and religious conflict, including political science, law, sociology and communication theory, as well as the newer field of peace studies. Students consider a range of religious and cultural contexts in which conflict exists or has existed, including, but not limited to, Northern Ireland, the Middle East, Southeast Asia and the American Southwest.

    Prerequisite(s)


    Junior standing.

    Schedule Of Classes

  • REL 315 - Buddhism

    REL 315 - Buddhism

    3.00 credit hours

    A detailed exploration of the historical evolution of Buddhism from its initial formulation in India to its various incarnations in Southeast, Central and East Asia, as well as its more recent manifestation in North America. Particular attention is given to the distinctions between the three major branches of the religion (Theravada, Mahayana and Tantrayana), as well as to the theory and practice of individual sects such as Zen and Pure Land.

    Schedule Of Classes

  • REL 345 - Religion, Ritual and Symbol

    REL 345 - Religion, Ritual and Symbol

    3.00 credit hours

    A cross-cultural examination of religious beliefs and religious institutions, and the symbolic meanings and social functions of myths and rituals. Special emphasis on the beliefs and practices of selected indigenous peoples.

    Prerequisite(s)


    Course work in religion or SOA 105.

    Schedule Of Classes

  • SOA 330 - Racial and Ethnic Minorities

    SOA 330 - Racial and Ethnic Minorities

    3.00 credit hours

    An examination of racial and ethnic diversity in American society, with a focus upon racial and ethnic inequality; prejudice, discrimination and institutional racism; patterns of race and ethnic relations; racial and ethnic responses to racism and subordination.

    Prerequisite(s)


    SOA 100 or SOA 190.

    Schedule Of Classes

  • SOA 363 - Mayas, Aztecs and Their Neighbors

    SOA 363 - Mayas, Aztecs and Their Neighbors

    3.00 credit hours

    Continuity and change, diversity and commonality among the indigenous peoples of Mexico, Guatemala and northern Central America from first human occupation to the present. Emphases on indigenous politics and transnational flows of people, culture and material.

    Prerequisite(s)


    One of SOA 105, SOA 155 or three CORE Social Science courses.

    Schedule Of Classes

  • SOA 421 - Indigenous Peoples and the State

    SOA 421 - Indigenous Peoples and the State

    3.00 credit hours

    The multi-dimensional study of the clash of cultural values, attitudes and ideologies that commonly occurs in global encounters and relationships between state systems and native peoples. Economic, socio-political and ideological issues are among the topics covered.

    Prerequisite(s)


    SOA 105 and Junior standing; or instructor consent.

    Schedule Of Classes

  • THE 363 - Classical Asian Theatre

    THE 363 - Classical Asian Theatre

    3.00 credit hours

    A survey of classical Asian theatre traditions, including the Noh, Kabuki and Bunraku theatres of Japan; Beijing Opera and Yuan drama of China; Sanskrit and Kathakali dance dramas of India; Korean p'ansori dramas and mask dances; and the Balinese Dancers of Indonesia. The course explores the ways in which these performance traditions reflect each country's heritage, religion and culture.

    Prerequisite(s)


    Sophomore standing.

    Schedule Of Classes

  • USS 300 - Urban and Suburban Studies

    USS 300 - Urban and Suburban Studies

    3.00 credit hours

    Interdisciplinary exploration of the cultural and sociological dimensions of metropolitan regions. The course is international in scope, explores both cities and their suburbs and provides the opportunity to examine leadership, ethics and values in a metropolitan context through the concept of social justice.

    Schedule Of Classes

    • Any language course at or above 310 in CHI, FRN, GER, JPN, LAT and SPN

Note:

Students who want to also apply for the Bilingual Education endorsement must successfully complete a bilingual methods course (EDN 386) and pass a language proficiency examination in the non-English language to be taught. Students seeking this endorsement must add an additional three credit hours overall to graduate (e.g., elementary education majors will need a minimum of 131.5 total credit hours).

Reading Minor

Elementary education majors seeking this minor are required to take over 51 credit hours in EDN; students must complete 69 credit hours outside of EDN to graduate. Students who want to apply for the Reading Teacher Endorsement must take the Illinois Licensure Reading Teacher test. Registration information and study packets are available online at http://www.il.nesinc.com.

For additional programs and courses in this department, see Education.

Minor Requirements

  • EDN 260 - Literacy I - Introduction to K-8 Literature and Foundations of Literacy

    EDN 260 - Literacy I - Introduction to K-8 Literature and Foundations of Literacy

    3.00 credit hours

    A foundational understanding of the nature of reading and the components of reading. Students will be introduced to various reading and learning theories and the relationships between the theories and effective reading instruction for students at 1-6 levels. This course will also focus on methods of using children's literature for reading instruction as well as the understanding of genre, text structure and the selection of quality books.

    Prerequisite(s)


    ENG 196.

    Schedule Of Classes

  • EDN 362 - Literacy II

    EDN 362 - Literacy II

    3.00 credit hours

    Prepares pre-service teachers to know, understand and use concepts from reading, language and child development to teach reading, writing, speaking, viewing, listening and thinking skills to students in the primary grade levels. The pre-service teacher will develop techniques to help primary students successfully apply their developing literacy skills to different situations, materials, and ideas.

    Prerequisite(s)


    EDN 260 and admission to the Teacher Education Program.

    Schedule Of Classes

  • EDN 372 - Writing As It Relates to Reading

    EDN 372 - Writing As It Relates to Reading

    3.00 credit hours

    Focuses on the connection between reading and writing. Writing is viewed as both a product and a process.

    Prerequisite(s)


    EDN 460.

    Schedule Of Classes

  • EDN 374 - Content Reading Instruction in the Middle School

    EDN 374 - Content Reading Instruction in the Middle School

    3.00 credit hours

    An examination of content reading instruction in the middle school. Emphasis is on the nature of how to teach students to both learn to read and read to learn.

    Prerequisite(s)


    EDN 362.

    Schedule Of Classes

  • EDN 460 - Literacy III

    EDN 460 - Literacy III

    3.00 credit hours

    Prepares students to know, understand, and use concepts from reading, language and child development to teach reading, writing, speaking, viewing, listening and thinking skills to students in the intermediate grade levels. The students will develop techniques to help intermediate students (grades 3-5) successfully apply their developing literacy skills to different situations, materials and ideas.

    Prerequisite(s)


    EDN 326.

    Schedule Of Classes

  • EDN 461 - Literacy III Field Experience

    EDN 461 - Literacy III Field Experience

    1.00 credit hours

    Required: 50 field experience hours.

    Schedule Of Classes

  • EDN 462 - Reading Assessment Tools and Strategies

    EDN 462 - Reading Assessment Tools and Strategies

    3.00 credit hours

    Students are introduced to an examination of the nature of the reading process and the tools and strategies used to evaluate reading development. Emphasis is placed on the use of assessment to strengthen and extend the reading abilities of middle school students. Students may not receive credit for both EDN 462 and EDN 562.

    Prerequisite(s)


    EDN 362.

    Schedule Of Classes

  • EDN 463 - Diagnostic Reading Instruction

    EDN 463 - Diagnostic Reading Instruction

    3.00 credit hours

    Students are introduced to the nature of literacy development and the learning difficulties children may face as they develop as readers. The focus of the course is on the interactive view of reading ability and disability, which suggests that reading is the process of constructing meaning through interaction between the reader, the text and the context of the reading situation. Students are exposed to a variety of alternative teaching strategies and materials to help students solve their problems with reading. Emphasis is placed on a holistic and ongoing approach to the diagnostic process and the relationship between diagnostic assessment and instructional planning. Students may not receive credit for both EDN 463 and EDN 563.

    Prerequisite(s)


    EDN 462.

    Schedule Of Classes

  • EDN 464 - Field Experience in Diagnostic Reading Instruction

    EDN 464 - Field Experience in Diagnostic Reading Instruction

    1.00 credit hours

    Students use a variety of alternative teaching strategies and materials while working with elementary/middle school students in a supervised practicum setting. Students conduct a multifaceted diagnostic assessment to identify individual reading abilities and difficulties and develop a plan for intervention based on assessment results. Emphasis is placed on applying techniques learned in EDN 462/562 and EDN 463/563. Students may not receive credit for both EDN 464 and EDN 564.

    Prerequisite(s)


    EDN 462.

    Schedule Of Classes

  • ENG 196 - Reading Literature

    ENG 196 - Reading Literature

    3.00 credit hours

    Introduces students to close reading of literature, including poetry, drama, fiction (short stories, novels, graphic novels and film) and encourages the appreciation and analytical exploration of literary texts. The course provides the critical vocabulary and methods needed to read and respond to a wide array of literature available to the twenty-first century reader and demonstrates the openness and flexibility of literary genres.

    Prerequisite(s)


    ENG 115 or ENG 125.

    Core

    Humanities.

    Schedule Of Classes

One of the following:

  • ENG 307 - Studies in Literature of Cultural Identity

    ENG 307 - Studies in Literature of Cultural Identity

    3.00 credit hours

    Specialized topics in a literature of cultural identity originating within a particular racial, ethnic, economic or sexual community. Recent topics include Southeast Asian-American literature, white identity in South African literature and queering identity. This course may be repeated once with different content.

    Prerequisite(s)


    ENG 201 and one 200-level literature course.

    Schedule Of Classes

  • ENG 330 - Multicultural Literature of North America

    ENG 330 - Multicultural Literature of North America

    3.00 credit hours

    An exploration of one or more North American ethnic culture's practices and values through the lens of literature. Students examine oral, musical, religious, philosophical and historical conditions, or traditions that have influenced the formation of ethnic literatures and American culture as a whole.

    Prerequisite(s)


    Junior standing.

    Schedule Of Classes

  • ENG 370 - Language and Linguistics

    ENG 370 - Language and Linguistics

    3.00 credit hours

    An investigation of the essentials of human language: what it includes (sounds, words, sentence patterns and meanings), how it works, how it varies in social settings and how it changes across time. Required for Secondary Education majors seeking certification in English.

    Schedule Of Classes

  • ENG 380 - Global Literature

    ENG 380 - Global Literature

    3.00 credit hours

    An interdisciplinary study of world literatures, focusing on selected topics and regions, usually connected to the College's annual international focus. Texts are examined in the context of the history and culture of their regions. This course may be repeated once with different content.

    Prerequisite(s)


    Junior standing.

    Schedule Of Classes

Learning Behavior Specialist I Endorsement

Elementary education majors seeking this endorsement are required to take over 51 credit hours in EDN; students must complete 69 credit hours outside of EDN to graduate.

For additional programs and courses in this department, see Education.

Program Requirements

  • EDN 330 - Teaching Students with Special Learning Needs

    EDN 330 - Teaching Students with Special Learning Needs

    3.00 credit hours

    An introduction and overview of the field of special education including: historical developments; etiology, characteristics, prevalence and needs of special populations served under IDEA and Section 504; compliance with state and federal regulations related to Special Education, and the importance of collaborative relationships with related services professionals and paraprofessionals. Required: 15 hours field experience.

    Prerequisite(s)


    EDN 200 or EDN 228; PSY 205; acceptance into the Teacher Education Program.

    Schedule Of Classes

  • EDN 430 - Characteristics of Students with High Incidence Disabilities

    EDN 430 - Characteristics of Students with High Incidence Disabilities

    3.00 credit hours

    Examines the identifying characteristics of students with mild to moderate disabilities (learning disabilities, communication disorders, emotional and behavioral disabilities, cognitive disabilities, autism, ADHD) as defined under the federal Individuals with Disabilities Education Act and Section 504 of the Vocational Rehabilitation Act. The Response-to-Intervention (RtI) process is studied along with the definitions of the different disabilities and incidence rates. Students may not receive credit for both EDN 430 and EDN 530.

    Prerequisite(s)


    EDN 330.

    Schedule Of Classes

  • EDN 432 - Methods of Teaching Students with High Incidence Disabilities

    EDN 432 - Methods of Teaching Students with High Incidence Disabilities

    3.00 credit hours

    Effective instructional methods, strategies, accommodations and modifications, in multiple content areas, as they relate to teaching K-12 students with high incidence disabilities in inclusive settings. Strategies to collaborate with colleagues and with parents/families of students with disabilities are also covered, including co-teaching, family-educator conferences and working effectively with paraprofessionals. Students may not receive credit for both EDN 432 and EDN 532.

    Prerequisite(s)


    EDN 430.

    Schedule Of Classes

  • EDN 434 - Psychological Diagnosis and Educational Assessment of Children with Special Learning Needs

    EDN 434 - Psychological Diagnosis and Educational Assessment of Children with Special Learning Needs

    3.00 credit hours

    Prepares students in the field of education with knowledge, skills and experience related to: 1) diagnostic and educational assessment instruments and methods; 2) administration and scoring of diagnostic and educational assessments; 3) interpretation of assessment results; 4) data-based decision making regarding placement, instructional planning and evaluation of students with disabilities; and 5) communication of diagnostic and educational assessment results to colleagues and parents. Students may not receive credit for both EDN 434 and EDN 538.

    Prerequisite(s)


    EDN 430.

    Schedule Of Classes

NOTE: This page contains all of the regular course descriptions for this discipline or program. Academic credit for each course is noted in parenthesis after the course title. Prerequisites (if any) and the general education requirements, both Core and All-College Requirements (ACRs), which each course fulfills (if any) are noted following each course description. Not all courses are offered every year. Check Merlin, our searchable course schedule, to see which courses are being offered in upcoming terms.

EDN 101 Teaching Today (3.00)

Examination of the structures that frame the work of teaching and learning in schools. Emphasis on the impact of curricular learning standards on teaching, learning, and decision making. An overview of the profession, the Danielson Framework for Teaching, the Illinois Professional Teaching Standards, Common Core Standards, and the expectations of the North Central College Teacher Education Program will be introduced in this gateway course. Students registering for this experience will be required to provide proof of health insurance. Registration for this course at least 15 days prior to the first day of the term is strongly encouraged as additional background checks may be required; an additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

EDN 101F Teaching Today Field Experience (0.00)

EDN 200 K-12 and High School Teaching I (3.00)

Introduction to teaching methods including instruction and assessment strategies. Emphasis on direct teaching, interactive instructional strategies, and assessment strategies that develop the skills and processes needed to help K-12 students acquire foundational, conceptual, and procedural knowledge. TAP 400 required.

EDN 201 K-12 and High School Teaching I Field Experience (1.00)

Required: 50 field experience hours. An additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

EDN 211 Practicum in a Diverse School Setting (1.00)

This course is designed to provide students with an extended supervised field experience in an elementary, middle, or secondary school classroom in a high need/diverse school setting. Students actively observe and assist the teacher in a variety of ways. Students are jointly supervised by the cooperating teacher and a supervisor from NCC. Students may co-teach or teach lessons if the cooperating teacher and supervisor determine that the student has the background knowledge and experience to be successful. Students are required to keep an ongoing reflective journal of the experience. A student may repeat this experience up to four times. In order to repeat the course, the student must enroll in this experience at a different school and/or grade level. Required: 50 field experience hours. Tuberculosis test required.

EDN 228 Elementary Teaching I (3.00)

Introduction to teaching methods including instructional and assessment strategies. Emphasis on direct teaching, interactive instructional strategies, and assessment strategies that develop the skills and processes needed to help elementary students acquire foundational, conceptual, and procedural knowledge. TAP 400 required.

EDN 229 Elementary Teaching I Field Experience (0.50)

Required: 25 field experience hours. An additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

EDN 260 Literacy I-Introduction to K-8 Literature and Foundations of Literacy (3.00)

A foundational understanding of the nature of reading and the components of reading. Students will be introduced to various reading and learning theories and the relationships between the theories and effective reading instruction for students at 1-6 levels. This course will also focus on methods of using children's literature for reading instruction as well as the understanding of genre, text structure, and the selection of quality books.

EDN 276 Foundations for Teaching Reading (1.50)

A foundation for the basic understanding of the reading and writing processes and applications of research-based instruction strategies to facilitate effective literacy learning in 6-12 classroom settings. The goal is to facilitate the student's ability to increase middle and high school students' performance in content areas through the understanding of the reading process, the demands of academic literacy, and the characteristics of adolescent learners. Students in this course are exposed to targeted reading instructions for struggling adolescent readers as well as readers from linguistic and culturally divers backgrounds.

EDN 281 Elementary/Secondary Field Experience (1.00)

Supervised field experience of 50 clock hours. Course used for remediation for students who do not meet the competencies in EDN 201 or 229 and/or for students who need additional experience before taking the 300-level field experiences.

EDN 297 Internship (0.00-9.00)

Instructor consent required.

EDN 299 Independent Study (1.00-9.00)

Instructor consent required.

EDN 302 Practicum: General Middle School Methods (0.50)

Provides students with a content-area field experience in a middle school classroom supervised jointly by an NCC supervisor and the classroom teacher. Students complete 25 hours of supervised field work, applying research-based methods to actual teaching situations in middle school settings. At least once during the term, an NCC supervisor observes the students as they conduct lessons and conducts a follow up conference in which the student and supervisor evaluate and discuss the lesson.

EDN 320 The Elementary Learning Environment (3.00)

Examination of management models and strategies, as well as school policy related to discipline. Emphasis on types of diversity and ways of making classrooms, curricula and instructional strategies suitable for a diverse student population.

EDN 322 The High School Learning Environment (3.00)

Examination of management models and strategies, as well as school policy related to discipline. Emphasis on types of diversity and ways of making classrooms, curricula, and instructional strategies suitable for a diverse student population.

EDN 324 Foundations for Teaching Mathematics in The Elementary School (3.00)

A foundations for the guiding principals and learning theories of teaching mathematics at the elementary and middle school levels. Emphasis is on the application of research-based instructional strategies which facilitate students' conceptual undertstanding, procedural fluency and mathematical reasoning skills in the mathematics classroom. Topics particular to mathematics education are addressed, such as use of precise mathematics language and development of effective assessment strategies. Must be admitted to Teacher Education Program.

EDN 325 Elementary Mathematics Field Experience (0.50)

An additional fee could be incurred based on district requirements for background checks. Tuberculosis test required. Background check required.

EDN 326 Elementary Teaching II Science (3.00)

Introduction to teaching methods including instructional and assessment strategies where K-12 students engage in learning experiences that develop their abilities to apply knowledge that will develop their abilities to analyze, evaluate, and create. Emphasis on differentiated instruction, indirect teaching methods, and teaching and assessment strategies that facilitate high level learning. Must be admitted to Teacher Education Program.

EDN 327 Elementary Teaching II Field Experience (1.00)

Required: 50 field experience hours. An additional fee could be incurred based on district requirements for background checks. Must be admitted to Teacher Education Program. Tuberculosis test required. Background check required.

EDN 330 Teaching Children With Special Learning Needs (3.00)

An introduction and overview of the field of special education including: historical developments; etiology, characteristics, prevalence and needs of special populations served under IDEA and Section 504; compliance with state and federal regulations related to Special Education, and the importance of collaborative relationships with related services professionals and paraprofessionals. Must be admitted to Teacher Education Program.

EDN 331 Elementary Art Methods (3.00)

An interactive study of art education issues and practices for the elementary portion of K-12 Art Teacher certification. Through discussion, observation, and modeling, students use state goals and curricula to develop a meaningful, integrated art program. The focus is on sequential skill building, expressive content lessons, and teaching strategies based on the physical, social, and emotional needs of the K-5 student. Must be admitted to Teacher Education Program. Tuberculosis test required.

EDN 332 Elementary Art Practicum (1.00)

This course is designed to provide students with an extended field experience in an elementary school art classroom supervised jointly by an NCC supervisor and the classroom teacher. Students complete 50 hours of supervised field work, applying research-based methods to actual teaching situations in the elementary school setting. At least twice during the term, an NCC supervisor observes the students as they conduct lessons and conducts a follow up conference in which the student and supervisor evaluate to discuss the lesson. Required: 50 field experience hours. Background check required. Tuberculosis test required.

EDN 333 Techniques in Middle/Secondary School Physical Education (3.00)

This course covers methods of teaching physical education at the middle school and secondary levels. Various teaching strategies, evaluation procedures, and the organization, planning, and management of classes and events are emphasized. Corequisite: EDN 371. Physical activity may be utilized to facilitate learning experiences in this class. Participate at a level at which you are comfortable or consult the instructor. Must be admitted to Teacher Education Program.

EDN 335 Computer Curricular Integration for Teachers K-12 (3.00)

This course provides preservice teachers with a basic understanding of and hands-on experience with curricular uses of computers in grades K-12.

EDN 338 Secondary Art Methods (3.00)

Secondary art education issues and practices are researched and studied. Using state and curriculum goals, students develop grade 6-12 lesson plans of a conceptual and intrapersonal nature. The sequence of learning objectives is challenging and based on successful teaching strategies. Postmodern principles, multiple media, and technological processes are applied to content areas. Art education students develop interdisciplinary lesson plans that improve students' expressive and analytic capacities. Homework assignments support learning with chapter readings, journaling, reporting on current research, and contributing to a final portfolio. Corequisite: EDN 371. Must be admitted to Teacher Education Program.

EDN 340 Techniques in Secondary Education - English (3.00)

Current research and methods of teaching English (literature, composition, and language) at the secondary level are explored. Consideration is given to such issues as: instructional planning in a multicultural setting, teaching reading in the content areas, and writing across the curriculum. Corequisite: EDN 371. Must be admitted to Teacher Education Program.

EDN 342 Elementary/Secondary School Foreign Lang Foreign Language (3.00)

Current research and methods of teaching foreign languages at the elementary and secondary level are explored. Corequisite: EDN 371. An additional fee could be incurred based on district requirements for background checks. Must be admitted to Teacher Education Program.

EDN 344 Techniques in Secondary Education - Mathematics (3.00)

Current research and methods of teaching mathematics at the secondary level are explored. Consideration is given to such issues as: instructional planning in a multicultural setting, teaching reading in the content areas, and writing across the curriculum. Corequisite: EDN 371. Must be admitted to Teacher Education Program.

EDN 346 Techniques in Secondary Education - Science (3.00)

Current research and methods of teaching science at the secondary level are explored. Consideration is given to such issues as: instructional planning in a multicultural setting, teaching reading in the content areas, and writing across the curriculum. Corequisite: EDN 371. Must be admitted to Teacher Education Program.

EDN 348 Techniques in Secondary Education - Social Studies (3.00)

Current research and methods of teaching social studies at the secondary level are explored. Consideration is given to such issues as: instructional planning in a multicultural setting, teaching reading in the content areas, and writing across the curriculum. Corequisite: EDN 371. Must be admitted to Teacher Education Program.

EDN 351 Elementary Music Education (3.00)

A study of music and its function in the elementary school curriculum. Students participate in hands-on experiences in teaching music and develop pedagogical techniques suitable for students at the elementary level.

EDN 353 Secondary School Music (3.00)

A study of music and its function in the secondary school curriculum. Students participate in hands-on experiences in teaching music and develop pedagogical techniques suitable for students at the secondary level. Corequisite: EDN 371. Must be admitted to Teacher Education Program.

EDN 360 Content Reading (3.00)

This course examines the current research, curricular goals, and methods of teaching reading in the high school content areas. Students apply strategies for teaching reading within their specific disciplines. Content literacy in a standards-based curriculum and research-based best practices for teaching all secondary readers-struggling, gifted, English-language learning, and challenged-are studied. Must be admitted to Teacher Education Program.

EDN 361 Content Reading Field Experience (0.50)

Required: 25 field experience hours. An additional fee could be incurred based on district requirements for background checks. Tuberculosis test required. Background check required.

EDN 362 Literacy II Middle School Reading (3.00)

This course will prepare pre-service candidates to know, understand, and use concepts from reading, language, and child development to teach reading, writing, speaking, viewing, listening, and thinking skills to students in the primary grade levels. The pre-service candidate will develop techniques to help primary students successfully apply their developing literacy skills to different situations, materials, and ideas. Must be admitted to Teacher Education Program.

EDN 365 Practicum: Elementary/Middle School Reading (1.00)

The course is designed to provide students with an extended supervised field experience in an elementary/middle school classroom with emphasis on teaching reading. Students observe, assist, and teach several language arts lessons under the joint supervision of a cooperating teacher in the school and a supervisor from NCC. Students must develop lesson plans, conduct the lessons, and evaluate their own teaching of these lessons in consultation with the teacher and the supervisor. Students submit written lesson plans along with their reflective self evaluations after the teaching of the lessons. Corequisite: EDN 362. Required: 40 hours field experience. Background check required. Tuberculosis test required.

EDN 366 The Teaching of Young Adult Literature (3.00)

This course examines the relevance of the teaching of young adult literature, the reading processes involved in reading this literature, research of and developments in young adult literature, strategies for promoting deep reading, and pedagogical considerations in teaching young adult literature.

EDN 371 Practicum: Secondary Content Area Methods/Techniques (1.00)

The course provides students with an extended field experience in a secondary classroom in the student's major content area (English, foreign language, mathematics, social studies, speech, art, music, or physical education). Students complete 50 hours of supervised field work applying research-based methods and techniques to actual teaching situations under the joint supervision of the cooperating classroom teacher and the NCC supervisor. Required: 50 hours field experience - minimum attendance of 3 times per week, consecutive days preferred. An additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

EDN 372 Writing As It Relates to Reading (3.00)

This course focuses on the connection between reading and writing. Writing is viewed as both a product and a process. Must be admitted to Teacher Education Program.

EDN 373 Practicum: K-12 Methods/Techniques in Art and Music (1.00)

The course provides students with an extended field experience in a secondary classroom in the student's major content area (art or music). Students complete 40 hours of supervised field work applying research-based methods and techniques to actual teaching situations under the joint supervision of the cooperating classroom teacher and the NCC supervisor. Required: 40 field experience hours. An additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

EDN 374 Content Reading Instruction in the Middle School (3.00)

An examination of content reading instruction in the middle school. Emphasis is on the nature of how to teach students to both learn to read and read to learn. Must be admitted to Teacher Education Program.

EDN 381 Elementary/Secondary Field Experience (1.00)

Supervised field experience of 50 clock hours. Course used for remediation or for students who have more than two terms between field experiences and/or student teaching. Additionally used to meet certification deficiencies. May be taken twice for credit. Required: 50 hours field experience. An additional fee could be incurred based on district requirements for background checks. Background check required. Tuberculosis test required.

EDN 383 Methods and Materials for Teaching English Language Learners in Esl/Bilingual Programs (3.00)

This course focuses on methods, approaches and materials used in the teaching of English as a second language. Methods of teaching different language skills as well as theories and practices to differentiate instruction to respond to K-12 English language learners' needs are introduced. Students are engaged in developing, implementing and evaluating lesson plans and materials. This course requires 50 hours of field experience and concurrent enrollment in EDN 384, Practicum. An additional fee could be incurred based on district requirements for background checks.

EDN 384 Practicum in Methods of Teaching English Language Learners (1.00)

This course is designed to provide students with an extended supervised field experience in an elementary/middle/high school classroom with an emphasis on teaching English Language Learners. Students observe, assist, and teach several lessons under the joint supervision of a cooperating teacher in the school and a supervisor from NCC. Students must develop lesson plans, conduct the lessons, and evaluate their own teaching of these lessons in consultation with the teacher and the supervisor. Students submit written lesson plans along with their reflective self-evaluations after the teaching of the lessons. Required: 50 hours field experience. An additional fee could be incurred based on district requirements for background checks. Must be admitted to Teacher Education Program. Background check required. Tuberculosis test required.

EDN 385 Assessment of the ESL/Bilingual Student ESL/Bilingual Students (3.00)

This course provides a comprehensive understanding of using assessment data to make informed decisions for the education of English language learners (ELLs). It allows the participants to become aware of critical issues related to the assessment of culturally and linguistically diverse learners. Participants will develop the ability to select, construct, administer, interpret, and communicate the results of measurement instruments appropriate for English language learners. Participants will investigate a variety of formal and informal assessment tools to determine and monitor ELLs' English proficiency in academic settings. Participants will also be involved in diagnosing and providing effective instructions to meet the needs of ELLs. (This course includes a 20-hour field experience.) An additional fee could be incurred based on district requirements for background checks. Tub erculosis test required. Background check required.

EDN 386 Methods and Materials for Teaching English Language Learners in Bilingual Programs (3.00)

This course focuses on language teaching methods and classroom materials for use with English Language Learners (ELLs) in K-12 Bilingual classrooms. Methods of teaching listening, speaking, reading, and writing will be presented and practices. Methods for integrating the teaching of language and academic content will be introduced and practiced. Sheltering and scaffolding instruction will be emphasized, and students will select and critically analyze materials for use in the Bilingual classroom. This course focuses on methods, approaches and materials used in the teaching of English as a second language. Methods of teaching different language skills as well as theories and practices to differentiate instruction to respond to K-12 English language learners? needs are introduced. Students are engaged in developing, implementing and evaluating lesson plans and materials. Tuberculosis test required. Background check required.

EDN 397 Internship (0.00-9.00)

Instructor consent required.

EDN 399 Independent Study (1.00-9.00)

Instructor consent required.

EDN 401 Elementary Assessment of Learning in Education (3.00)

Principles, methods, and techniques of assessing learning of K-8 students that communicates to students and parents and also informs teacher decision making.

EDN 403 High School Assessment of Learning in Education (3.00)

Principles, methods, and techniques of summative and formative assessment of K-12 student learning that communicates to students and parents; and informs teacher decision making.

EDN 411 Teacher Leadership in the Learning Environment (3.00)

The purpose of this course is to encourage students to carefully analyze their responsibilities and commitments in the context of leadership for the common good and for purposeful change in our schools. The focal point to explore leadership will center on the issue of equity. The course includes the study of leadership with a focus on relational leadership and teacher leadership as well as the application of leadership theories, concepts, and skills in school settings to support equity. Students will also develop their own leadership potential through the completion of personal and leadership self-assessments, values exploration, and leadership skill applications through course activities. ACR: Leadership, Ethics, & Values.

EDN 430 Characteristics of Students With High Incidence Disabilities (3.00)

The course examines the identifying characteristics of students with mild to moderate disabilities (learning disabilities, communication disorders, emotional and behavioral disabilities, cognitive disabilities, autism, ADHD) as defined under the federal Individuals with Disabilities Education Act and Section 504 of the Vocational Rehabilitation Act. The Response-to-Intervention (RtI) process will be studied along with the definitions of the different disabilities and incidence rates. Students may not receive credit for both EDN 430 andd 530.

EDN 432 Methods of Teaching Students With High Incidence Disabilities (3.00)

This course will cover effective instructional methods, strategies, accommodations and modifications, in multiple content areas, as they relate to teaching K-12 students with high incidence disabilities in inclusive settings. Strategies to collaborate with colleagues and with parents/families of students with disabilities will also be covered including co-teaching, family-educator conferences, and working effectively with paraprofessionals. Students may not receive credit for both EDN 432 and 532.

EDN 434 Psychological Diagnosis and Educational Assessment of Children With Special Learning Needs (3.00)

This course will prepare students in the field of education with knowledge, skills and experience related to: (1) diagnostic and educational assessment instruments and methods ; (2) administration and scoring of diagnostic and educational assessments; (3) interpretation of assessment results; (4) data-based decision making regarding placement, instructional planning and evaluation of students with disabilities; and (5) communication of diagnostic and educational assessment results to colleagues and parents. Students may not receive credit for both EDN 434 and 538.

EDN 436 Teaching Methods for Students With Special Learning Needs (1.50)

This course explores effective ways to address the learning needs of students with identified disabilities. This will include differentiated instruction and co-teaching as well as research-based interventions, accommodations and modifications to support students in the following areas: social, behavioral, organization, environmental and instructional. Emphasis will be placed on approaches to learning and teaching and the role of the general educator with students receiving special education services. Candidates will explore the selection, adaptation, and development of instructional materials across curriculum areas, student needs and school environments. Experiences will include developing instructional supports in the areas of lesson design and presentation, materials, assignments and assessment/evaluation.

EDN 460 Literacy III (3.00)

This course will prepare candidates to know, understand, and use concepts from reading, language, and child development to teach reading writing, speaking, viewing, listening, and thinking skills to students in the intermediate grade levels. The candidates will develop techniques to help intermediate students (grades 3-5) successfully apply their developing literacy skills to different situations, materials, and ideas.

EDN 461 Literacy III Field Experience (1.00)

Required: 50 field experience hours. An additional fee could be incurred based on district requirements for background checks. Tuberculosis test required. Background check required.

EDN 462 Reading Assessment Tools and Strategies (3.00)

Students are introduced to an examination of the nature of the reading process and the tools and strategies used to evaluate reading development. Emphasis is placed on the use of assessment to strengthen and extend the reading abilities of middle school students. Students may not receive credit for both EDN 462 and 562. Must be admitted to Teacher Education Program. Background check required.

EDN 463 Diagnostic Reading Instruction (3.00)

Students are introduced to the nature of literacy development and the learning difficulties children may face as they develop as readers. The focus of the course is on the interactive view of reading ability and disability, which suggests that reading is the process of constructing meaning through interaction between the reader, the text, and the context of the reading situtation. Students are exposed to a variety of alternative teaching strategies and materials to help students solve their problems with reading. Emphasis is placed on a holistic and ongoing approach to the diagnostic process and the relationship between diagnositc assessment and instructional planning. Students may not receive credit for both EDN 463 and 563. Must be admitted to Teacher Education Program.

EDN 464 Practicum in Diagnostic Reading Instruction (1.00)

Students use a variety of alternative teaching strategies and materials while working with elementary/middle school students in a supervised practicum setting for a minimum of 50 clock hours. Students conduct a multifaceted diagnostic assessment to identify individual reading abilities and difficulties and develop a plan for intervention based on assessment results. Emphasis is placed on applying techniques learned in EDN 462 and EDN 463. Required: 50 field experience hours. Background check required. Tuberculosis test required.

EDN 470 Pre-Residency Seminar (1.00)

This seminar will serve as a support for the candidate as they begin the final stages of the teacher education program, with a focus on the Co-Teaching model and preparation for the Teacher Performance Assessment (edTPA). Candidates will be provided an introduction to and receive guidance on the beginning stages of Teacher Performance Assessment (edTPA), the Co-Teaching model, and legal issues related to safety and privacy for students. The seminar will be offered in D-Term and Summer for students concurrent enrolled in EDN 480.

EDN 475 Philosophy of Education and Teaching (3.00)

The foundation of this course is education as an institution and its relationship to the teacher, the student, the community and the evolutionary educational process in our society . Students examine the sociological, philosophical, historical, economic, political, and anthropological perspectives of education. Additionally, the course emphasizes an understanding of the values and ethics necessary for the development of the teacher as a leader and facilitator of learning. Must be admitted to Teacher Education Program. ACR: Leadership, Ethics, & Values.

EDN 480 Residency (8.00)

A five-day per week, full day student teaching experience in an elementary or secondary education classroom. Candidates will assume all of the responsibilities of teaching (planning, instruction, assessment, record keeping, etc.) using a co-teaching model to build up to full responsibility. Background check required. Tuberculosis test required.

EDN 481 Residency Seminar (3.00)

This seminar will engage students to expand their knowledge and skills in topics such as engaging instruction, effective assessment, data driven decision-making, parent communication, and analysis and reflection on instruction. Focus will be given to all tasks of the Teacher Performance Assessment, edTPA. Additionally, attention will be given to all aspects of professional development, professional service, and community involvement. Tuberculosis test required. Background check required.

EDN 482 Content-Based English-as-a-Second Language Teaching and Learning (3.00)

This course provides a comprehensive understanding of teaching and learning in the content areas for English Language Learners (ELLs). Students will examine sociocultural and psycholinguistic perspectives in second language learning and research on content-based language instruction. Students will learn to apply multiple strategies in integrating subject matter and English language skills using experiential, participatory and process-oriented approaches for effective bilingual/English language development in academic settings. (This course includes a 20-hour field experience.) Required: 20 hour field experience.

EDN 497 Internship (0.00-9.00)

Instructor consent required.

EDN 499 Independent Study (1.00-9.00)

Instructor consent required.

Kathy W. Black

Assistant Professor of Education; Coordinator of Master of Arts Program in Education
EDN
630-637-5741
Sheryl Finkle

Professor of Education Emerita
EDN
630-637-5748
Maureen Kincaid

Professor of Education
EDN
5750
Kathleen King

Assistant Professor of Education; Education Graduate Placement Coordinator
EDN
630-637-5107
Alicia Okpareke

Assistant Professor of Education; Education Assessment Coordinator
EDN
630-637-5419
Mary Beth Ressler

Associate Professor of Education
EDN
630-637-5742
Patricia Sanders

Half-Time Assistant Professor of Education
EDN
630-637-5778
Bruce Spitzer

Professor of Education; Chairperson, Department of Education
EDN
(630) 637-5738

Faculty Emeriti

Winifred M. Makowski
Associate Professor of Education Emerita
B.S., Chicago Teachers College North, 1963; M.Ed., 1969, Ed.D., 1988, Loyola University 
wmmakowski@noctrl.edu

Rebecca Clemente
Professor of Education Emerita
B.A., Ashland University, 1971; M.Ed., 1988, Ph.D., 1992, Kent State University 
rclemente@noctrl.edu

Nancy Keiser
Professer of Education Emerita
B.A., Luther College, 1976; M.S., 1981, Ed.D., 1997, Northern Illinois University 
njkeiser@noctrl.edu

 


Related Programs


News