Curriculum and Course Schedule

This course is designed to explore how the ways that we live culturally provide strengths for teaching, learning and design. The course draws from the interdisciplinary study of sociocultural, linguistic, and contextual influences of education, as well as perspectives from learning, teaching, research and policy. Candidates will examine how issues of power and privilege as they pertain to race, ethnicity, language, class, gender, sexuality and identity politics shape and are shaped within our education system. Candidates will be asked to consider their own schooling experiences, and deeply evaluate their beliefs, thoughts and assumptions about the influence of various legal, historical, socio-cultural and linguistic factors on their ideas about teaching, learning, and schooling. Special attention will be given to the major trends that influence contemporary landscapes of PK-12 education and the potential systemic benefits and harms associated with them. Candidates will produce an autoethnography that considers the impact of personal formal and informal learning experiences rooted in racial, cultural and linguistic identity on their life view, as well as how they move through the world as advocates for justice.

This course can be applied towards endorsements in English as a Second Language and Bilingual Education on a Professional Educator License and carries 15 clinical clock hours of experience.

This course will offer a critical perspective on child and adolescent development as it is shaped and experienced in various social contexts with special application to the world of the school. Psychological, interpersonal, social, cognitive, moral, and physical development will be studied within the contexts of family, peer group, and school. Theoretical perspectives will be explored in relation to empirical research, field studies, first person accounts, and imaginative works. Special emphasis will be given to the individual's subjective experience and to the remembered accounts of our own childhood and adolescence.

The Foundations of Learning in a New Language course engages pre-service teacher candidates in exploring historical, political, sociocultural, philosophical and educational practices that impact linguistically and culturally diverse learners in American schools. Topics include historical and current federal and state laws regarding the learning of English as a new language, foundations of first and second language acquisition, child development, sociocultural theory, and comparative international language instruction. Research and evidence based instructional models are discussed, with a deepened appreciation for factors contributing to sustained student achievement, including, but not limited to the psychological, cognitive, sociological, and cultural factors that impact student learning. An emphasis is placed on the standards for initial Teachers of English to Speakers of Other Languages (TESOL) Pre-K-12 Teacher Preparation Programs and the WIDA Language Development Standards.

This course can be applied towards endorsements in English as a Second Language and Bilingual Education on a Professional Educator License and carries 15 clinical clock hours of experience.

The Linguistics Informed Approaches to Literacy course supports students in analyzing the aims of linguistic science as well as how linguistic concepts apply to teaching in a variety of settings (including with multilingual students, monolingual students, and bilingual classrooms). Students will think about the complexities of language and how they connect with identity, culture, power, and schooling. Students explore topics like syntax, phonology, morphology, semantics, and cognates as they develop their own metalinguistic awareness in support of facilitating effective teaching and learning. A focal area will be supporting the development of students’ literacies. Content-area reading topics include but are not limited to pre-reading, post-reading, vocabulary, fluency, and comprehension.

This course can be applied towards endorsements in English as a Second Language and Bilingual Education on a Professional Educator License and carries 15 clinical clock hours of experience.

In this course we explore multiple major theories of typical cognitive and affective development, and their concomitant approaches to understanding and managing neurodiversity in the inclusive classroom. The focus is on integrating across theoretical frameworks in order to maximize classroom support and minimize the need for individual differentiation for students struggling with physical, academic or emotional challenges, including learning disabilities, emotional disturbance, attention deficit disorder, and autism spectrum disorder. Theoretical concepts are introduced in both readings and lecture. Teamwork exercises designed to promote research and theory-based practice provide students with opportunities to analyze increasingly complex case studies, while developing skills in educational leadership, collegial collaboration and student advocacy.

MS_ED 432-1 is a 0.5-unit course.

The Assessment of Linguistically Diverse Students Part 1 is the first of a two-part course sequence that engages pre-service candidates in learning about a variety of assessment approaches, (including but not limited to standardized, formative, diagnostic, performance-based, etc.) with special attention to how assessment of English-Language Learners has been conceptualized within American historical and contemporary sociopolitical and sociocultural contexts. Issues of legality, bias, non-discriminatory policies, and ethical considerations that must accompany decisions about standards and practices used in the assessment of culturally and linguistically diverse students will also be explored. Candidates will be asked to examine policies facing educators of linguistically diverse learners over the last century, and articulate multiple perspectives associated with the issue drawing from course readings and outside research.

This course can be applied towards endorsements in English as a Second Language and Bilingual Education on a Professional Educator License and carries 7.5 clinical clock hours of experience.

MS_ED 432-2 is a 0.5-unit course.

The Assessment of Linguistically Diverse Students Part 2 continues to build on the knowledges and understandings explored in Part 1 of the course sequence with attention to current practices and trends. Key assignments invite candidates to examine policies and processes associated with the selection and interpretation of mandated assessments and practices at multiple levels–state, district, school and classroom as they relate to diagnostics, language, and achievement, answering questions such as “How did these tools get selected? In what ways do they support or disadvantage linguistically diverse students? How are results being interpreted and used to demonstrate linguistically diverse students’ knowledge of subject matter?” Attention will be devoted to helping students develop stances and strategies that promote asset-based, culturally and linguistically appropriate approaches to assessment.

This course can be applied towards endorsements in English as a Second Language and Bilingual Education on a Professional Educator License and carries 7.5 clinical clock hours of experience.

Teaching and education are complex, intellectual, and iterative endeavors. Skilled educators continually take experiences from the field in the form of observations, curiosities, and challenges to inform structured inquiry—with the purpose of improving conceptual and pedagogical understandings for themselves and their students. MSED 407-1 and 407-2 are grounded in a model of action research. In our view, action research is not distinct from the work of teaching and educating, rather when done well it drives the work of teaching and learning. Data we use in action research is precisely that which we encounter in our educational settings on a daily basis—we are responsible for mining and learning from them. As a result of these courses you will not only have designed and conducted action research— your Master’s Project —but more importantly, you will have a set of stances and tools to embark on a career as an educator scholar who continues to notice various aspects of teaching and learning, ask important questions, and engage in meaningful, guided examinations of practice to evolve learning.

The goal of MSED 407-1 and 407-2 is to help you become informed educators who are able to turn curiosities and challenges from your settings into potential areas of structured reflection and research. The basis of the course is the model of action research — of studying our own settings around questions we are passionate about, for the purpose of improving our students and colleagues learning as well as our own practice. Action research is not distinct from the work of teaching, rather the data we use in action research is precisely that which we encounter in our educational settings daily. As a result of these courses you will not only have conducted action research— your Master’s Project —more importantly, you will have the tools to embark on a career as an educator scholar who continues to ask important questions and embark on meaningful, systematic examinations of teaching and learning in your selected setting.

During MSED 407-1, you chose a question that was of personal importance to you. You reviewed relevant literature related to this question, you identified different types of classroom data to investigate this question. During MSED 407-2, we will focus on techniques for analyzing the data that you have collected, revisit the literature surrounding our project, and consider how the work will influence your teaching and learning moving forward. In addition to meeting as a whole class, a central component of the 407-1 and 407-2 course sequence is working in coaching groups.

This course prepares preservice teachers to teach science in the elementary grades. Inquiry is a grounding principle that will be explored in the context of science planning. Candidates will examine interdisciplinary planning and shared pedagogy, and methodologies for science. Some class sessions, readings, or experiences will focus on science in contrast with some of the cross-curricular approaches. Science topics include the fundamental principles and interrelationships among various areas of science (life, physical, environmental, earth and space), science and engineering practices and investigation to solve problems, and how to engage students in acquiring new knowledge. Candidates will work with and examine Next Generation Science Standards, Common Core Standards, and Illinois State Standards.

This is Part II of a two-part combined Elementary Science and Social Studies Methods course sequence. Candidates will continue their work and study from Part I. This course prepares preservice teachers to teach science and social studies in the elementary grades. Inquiry is a grounding principle that will be explored in the context of both science and social studies planning. Candidates will examine interdisciplinary planning and shared pedagogy, and methodologies for both science and social studies. Some class sessions, readings, or experiences will focus on either science or social studies in contrast with some of the cross-curricular approaches. Science topics include the fundamental principles and interrelationships among various areas of science (life, physical, environmental, earth and space), science and engineering practices and investigation to solve problems, and how to engage students in acquiring new knowledge. The broad range of social science content will be addressed, including history, geography, culture, economics and citizenship, with connections to Illinois, the United States and the world. Candidates will work with and examine Next Generation Science Standards, Common Core Standards, and Illinois State Standards.

This course prepares preservice teachers to teach social studies in the elementary grades. Inquiry is a grounding principle that will be explored in the context of social studies planning. Candidates will examine interdisciplinary planning and shared pedagogy, and methodologies for social studies. Some class sessions, readings, or experiences will focus on either science or social studies in contrast with some of the cross-curricular approaches. The broad range of social science content will be addressed, including history, geography, culture, economics and citizenship, with connections to Illinois, the United States and the world. Candidates will work with and examine Common Core Standards and Illinois State Standards.

In the course, participants will gain an understanding of the cognitive foundations of reading comprehension, current theory and practice related to literacy, and their influence on methods of instruction and assessment. This includes an emphasis on the interrelationships between reading processes and language learning as well as personal writing experiences, writing in various genres and management of writing workshops.

The course provides an overview of mathematical topics taught in elementary and middle school. Course participants learn in small groups and reflect on their own and children's learning. Pedagogical contexts for the mathematical concepts are provided. Review of research on children's conceptions of various mathematical topics, leading to a fuller comprehension of teaching and learning mathematics.

The Theory & Practice of Teaching in Multilingual and Multicultural Contexts course is strategically designed to support teacher candidates in applying their theoretical understandings and knowledge as they engage in the practices of observing, planning, teaching, assessing learning, and reflecting in the context of their fall practicum school placement. Asset-based pedagogies are central to the course and teacher candidates will be engaged in a variety of experiences that help them learn about their students and school communities (including understanding students’ linguistic repertoires). Teacher candidates will continue to develop their understandings of language acquisition, theories of learning, content knowledge development, and effective teaching, as they analyze and explore classroom instruction (through both professional noticing in classrooms and their own teaching). A variety of methods for teaching all students, including multilingual students, (both through ESL and bilingual lenses) will be explored as well as domain-specific methods. Teacher candidates will explore strategies for making content comprehensible for all learners (including language learners) while supporting students and their development in each of the modes of communication (interpersonal, presentational, and interpretive). This course prepares teacher candidates for the transition to full-time student teacher the following quarter.

This course requires 2 full school days of field experience per week for the duration of the practicum. This course can be applied towards endorsements in English as a Second Language and Bilingual Education on a Professional Educator License and carries 15 clinical clock hours of experience specific to these endorsements.

The Student Teaching Seminar supports teacher candidates in developing skills, practices, and understandings essential for successful professional educators, including the use of theoretical knowledge to inform professional practice and the cultivation of questions rooted in practice to illuminate the meaning of theory. Teacher candidates are guided in the development and implementation of instructional units and lessons that apply a variety of methods and approaches (including ones designed to support linguistically diverse students). Teacher candidates work together and with the support of mentors to consider the selection and evaluation of instructional materials and consider how they can be used, scaffolded, and adapted to meet the needs of students. Further, teacher candidates examine, adapt, and develop a range of classroom assessments to effectively measure content area learning as well as English language development. Based on assessment findings, teacher candidates plan logical next steps for students and consider how to effectively differentiate instruction. The course emphasizes teacher reflection in support of growth.

Students must be full-time student teachers at a school placement. This course can be applied towards endorsements in English as a Second Language and Bilingual Education on a Professional Educator License and carries 15 clinical clock hours of experience specific to these endorsements.

This course builds content area knowledge in mathematics that is essential for elementary and middle grades teachers. In addition to rigorous practice in a wide range of mathematical topics, participants will study those topics conceptually and historically. Topics include counting, cardinality, operations, algebraic thinking, fractions, measurement, statistics, and geometry.

This topics course covers math content for future middle grades and high school math teachers. Specific math topics rotate from year-to-year. Geometry is offered in odd years.

This topics course covers math content for future middle grades and high school math teachers. Specific math topics rotate from year-to-year. Statistics and Probability is offered in even years.

The Designing for Culturally and Linguistically Sustaining Teaching course engages pre-service candidates in developing equitable and sustaining planning and instructional techniques reflective of the lives, languages, literacies, and cultural ways of being that represent the children they will teach. Through exploring diverse heterogeneous instructional practices, this course delves into understanding strategies and ways of thinking about content that transform the daily instructional experiences we can offer our students, making connections a reality.

The tools and strategies utilized in planning for culturally and linguistically sustaining instruction begin with understanding the core work of developing mini-lessons, daily lesson plans, and a unit plan. As a basis for this work, we will work to understand our students from an asset-based stance where learning about their knowledges, experiences, and hopes for an engaging learning environment become foundational in planning, instruction, and assessment. We will do this through intentional practices that examine an understanding of content area literacies and ways to leverage the assets of a diverse, multilingual classroom community inclusive of cultures represented in communities, including literature, art, music, and popular culture of those communities. Exploring how to support students in developing these literacies will also be core to this work.

This course can be applied towards endorsements in English as a Second Language and Bilingual Education on a Professional Educator License and carries 15 clinical clock hours of experience.

Required for those pursuing an ESL and/or Bilingual Ed endorsement.

The objective of this course is for students to understand and explore the dynamic environment of middle schools and young adolescents, and to consider the impact of middle school principals, structures and practices on classroom learning and instruction. Students will examine the unique characteristics of middle school learning and the educational needs of young adolescent learners, and they will compare and contrast a variety of middle school models, including policy statements, visions and reform proposals. Students will share and consider their personal experiences, and those of the entire class, as they investigate the many and varied issues that impact any middle school and its community. Major topics include public policy issues, adolescent development, standards and curriculum, measures of intelligence, learning differences, school structure and culture, instructional relationships and strategies, literacy and reading in the content areas, the development of critical thinking skills, culturally responsive and equitable practices, interdisciplinary instruction, assessment methods, middle school leadership, and technology.

This course utilizes a discussion format with a heavy emphasis on critical thinking and skillsbased activities. The inquiry/discussion approach will help us delve into the concepts of ecology, earth systems and astronomy. Our approach will attempt to understand the content needed to support the NGSS found at the High School, Middle School & Elementary level.

What is “social studies”? The National Council for Social Studies (NCSS) has established a key principle which states: Social studies is composed of deep and enduring understandings, concepts, and skills from various disciplines, and emphasizes skills and practices as preparation for democratic decision-making. This course will create opportunities to connect social studies content to the NCSS Framework, as well as to Illinois State Standards. The primary goal for this course is for future elementary and secondary educators to fulfill social science content-area licensure requirements, specifically with regards to Civics, Economics and Geography. Additionally, arts, humanities, and history content will also play an important role in developing understanding of social studies content and concepts. In the process, students will explore ways to deliver content, design assessments, and create classroom cultures that promote vibrant learning.

By the end of the quarter, students should feel comfortable with and possess a working knowledge of Civics, Economics and Geography content.

This course introduces teaching and learning strategies that aid students in becoming effective educators in the middle grades setting. Emphasizing current research, each course is a comprehensive study of teaching methods in the following middle grades disciplines: English, mathematics, sciences, and social sciences. Lesson and unit planning and assessment of student learning are elements of the seminar.

In order to be considered graduate-level, a course must appear in the graduate course catalog. All 400-level courses are graduate-level. Many, but not all, 300-level courses can be considered graduate-level.