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Curriculum and Course Schedule

Secondary Teaching candidates take foundational courses designed to explore overlapping systems that make up the current educational context upon which teaching is layered. Content area methods courses help students understand the skills needed to be an effective teacher, and the Theory and Practice sequence lets them reflect on their clinical experiences. The program culminates in a master’s project.

Foundational Coursework (6 units)

MS_ED 402-0 Social, Cultural, and Linguistic Contexts of Education

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. 

MS_ED 405-0 Child and Adolescent Development

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.

MS_ED 410-0 Foundations of Learning in a New Language

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.

MS_ED 422-0 Linguistics Informed Approaches to Literacy

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. 

MS_ED 427-0 Educating Exceptional Children

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 Assessment of Linguistically Diverse Students I

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 Assessment of Linguistically Diverse Students II

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.

Master's Project Sequence (1 unit)

MS_ED 407-1 & 2 Research and Analysis in Teaching and Learning I & II

MS_ED 407-1 & 407-2 are two 0.5-unit courses, to be taken sequentially. 

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. 

English Content Area Requirements (6 units)

MS_ED 424-0 Critical Issues in Literacy

Using political, psychological, and sociological lenses, this course will deal with the interaction between current theory and practice in literacy education across the curriculum. Issues to be explored in the course will include why we teach literature, how we teach writing, and how language interacts with other literacy strands. The course will focus on classroom implications and applications of these and related issues including the role of literacy in content areas.

MS_ED 456-0 Secondary Methods and Techniques: English

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

MS_ED 466-0 Middle Grades Methods and Techniques: English

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.

MS_ED 478-0 Theory and Practice of Teaching in Multilingual and Multicultural Contexts: Secondary Humanities

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.

MS_ED 488-0 Student Teaching in Multilingual and Multicultural Contexts: Secondary Humanities (2 units)

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.

Math Content Area Requirements (5 units)

MS_ED 457-0 Secondary Methods and Techniques: Math

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

MS_ED 467-0 Middle Grades Methods and Techniques: Math

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.

MS_ED 475-0 Theory and Practice of Teaching in Multilingual and Multicultural Contexts: Secondary Math

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.

MS_ED 485-0 Student Teaching in Multilingual and Multicultural Contexts: Secondary Math (2 units)

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.

Science Content Area Requirements (5 units)

MS_ED 458-0 Secondary Methods and Techniques: Science

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

MS_ED 468-0 Middle Grades Methods and Techniques: Science

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.

MS_ED 476-0 Theory and Practice of Teaching in Multilingual and Multicultural Contexts: Secondary Science

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.

MS_ED 486-0 Student Teaching in Multilingual and Multicultural Contexts: Secondary Science (2 units)

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.

Social Science Content Area Requirements (5 units)

MS_ED 459-0 Secondary Methods and Techniques: Social Science

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

MS_ED 469-0 Middle Grades Methods and Techniques: Social Science

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.

MS_ED 478-0 Theory and Practice of Teaching in Multilingual and Multicultural Contexts: Secondary Humanities

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.

MS_ED 488-0 Student Teaching in Multilingual and Multicultural Contexts: Secondary Humanities (2 units)

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.

Spanish Content Area Requirements (5 units)

MS_ED 428-0 Dynamics of Middle School Curriculum

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.

MS_ED 455-0 Secondary Methods and Techniques: World Languages

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

MS_ED 478-0 Theory and Practice of Teaching in Multilingual and Multicultural Contexts: Secondary Humanities

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.

MS_ED 488-0 Student Teaching in Multilingual and Multicultural Contexts: Secondary Humanities (2 units)

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.

Graduate-Level Elective (1-3 units)

Students should work with their advisor to select electives that best fulfill their degree requirements.

MS_ED 401-0 Schooling in America

What is unique about the U.S. approach to teaching and learning? Why are schools organized the way they are? What does the day-to-day school experience look like for students, teachers, and families? This course will explore the development of schools in the United States by understanding the ideologies and decisions (pedagogical and political) that have shaped schools over 200 years. We will use Illinois and Chicago as case studies of the development of schools in urban, suburban, and rural communities, with a particular focus on Chicago, where public, charter, private, independent, and home schools all exist side by side. Students will explore their own schooling experience while also researching current school issues. Guest speakers from Chicagoland schools and virtual visits to some of those schools will ground our work in the realities of American education today.

MS_ED 409-0 Designing and Supporting Discourse-Rich Environments for Learning

Approaches to teaching and learning that focus on student sensemaking and meaningful learning require creating an environment where much of this sensemaking work occurs through talk. Supporting productive discourse is a key element in engaging learners in meaningful work and has become central in attempts in improving education across the K-12 curriculum. This course explores the theory and practice of centering discourse in approaches to learning, focusing on teaching and learning in K-12 classrooms. Work in the course will involve analyzing discourse strategies, reviewing studies of discourse in classrooms, and analyzing video of classroom interactions to see these approaches in action. We will consider examples from elementary, middle school, and high school classrooms, and across multiple disciplines including math, literacy, history, science, and others. We will examine how learners engage in and learn through discourse, and how a teacher or facilitator can support an environment in which students feel welcome and responsible for contributing by sharing their ideas, building on one another’s thinking, and working together to further their learning as a community. Students will have the opportunity to apply the theories, tools, and strategies to design or analyze a discourse-rich environment for a context of their choice, or to try out these tools in facilitating discussions with their peers. 

MS_ED 414-0 Mathematics for Elementary Teachers

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.

MS_ED 418-0 Topics in Teaching Math: 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.

MS_ED 419-0 Topics in Teaching Math: Statistics and Probability

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.

MS_ED 420-0 Designing for Linguistically and Culturally Sustaining Instruction

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

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.

MS_ED 428-0 Dynamics of Middle School Curriculum

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. 

MS_ED 433-0 Science Content for Teachers

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.

MS_ED 434-0 Social Science Content for Teachers

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.

MS_ED 438-0 Teaching and Learning with Technology

Teaching and Learning with Technology is a course designed to help teachers use empirical models to explore new technologies, evaluate their educational potential, and develop scenarios of use consistent with their teaching philosophy. The course starts with a reflection on the relationship between teaching philosophy and technology use. We will also explore children's everyday uses of technology. We then will take an in-depth look at three emerging technologies: personal broadcasting (e.g., blogs, podcasts), Wikipedia, and gaming. In each case, you will get extensive experience with the technology, examine empirical models that can be applied to the technologies, and reflect on how the technologies intersect with your teaching philosophy. The course also provides exposure to a variety of technologies that are common in school settings.

MS_ED 451-0 Topics: Educational Technology

In today's rapidly evolving educational landscape, understanding and effectively utilizing technology is crucial for creating equitable learning environments. This course provides educators with comprehensive insights into various aspects of educational technology, from the Nature of Technology (NOT) to the selection of tools, accessibility, assessment, differentiation and ethical considerations.  Through a combination of theoretical frameworks, practical tools, and real-world examples, participants will develop the skills and knowledge necessary to create inclusive and effective learning experiences for all students.

MS_ED 451-0 Topics: Peace Education: Theory and Practice of Non-Violence

This class examines the different ways in which one can integrate a peace curriculum into a content-specific course while also providing a history and context to the theory of peace education as an interdisciplinary field. Students will discuss what movements and structures contribute to—or take away from—a just peace while discussing how nonviolence is an active rather than passive form of engagement. How can we broaden our imaginations and find creative ways to develop ourselves and our students when in conflict? How can we apply these skills to classroom environments where students carry a multitude of life experiences with them that are constantly changing? We will study different kinds of structural and systemic movements for peace, nonviolence, and equity, and apply them to school contexts and specific content areas. The course will also provide opportunities for students to examine their personal role in nonviolent modes of expression, and to integrate these ideas into curriculum building, in order to build a more cohesive culture and community in their classrooms throughout the school year. 

MS_ED 451-0 Topics: Transformative Computer Science Education

In this course we will examine the role of computational tools in the design of transformative teaching and learning environments. Grounded in perspectives from the Learning Sciences and Computer Science Education, we will cover topics of equity and inclusion, pedagogy, creative applications of computing, and the integration of computational ideas across multiple disciplines. We have cross-listed the course in Computer Science, Learning Sciences, and Teacher Education in order to foster cross-disciplinary dialogues that consider the affordances of computational ideas for designing learning environments that are asset-based and supportive of multiple routes to understanding various subject-matter. The course will include an optional practicum experience working in a K-12 classroom, informal learning space, or college-level classroom. 

MS_ED 455-0 Secondary Methods & Techniques: World Languages

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

An approved graduate-level Weinberg course.

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.

A student in a purple Tshirt listens to a teacher

ESL and Bilingual Education Endorsements

Students may choose to add English as a Second Language (ESL) and/or Bilingual Education as an additional subsequent endorsement to their Illinois Professional Educator License (PEL). Pending the completion of required coursework, ALL students in Secondary Teaching are eligible to add ESL, and students who are proficient in a language other than English are eligible for Bilingual Ed.

Course Schedules

Course schedule table for the Summer of 2024.
Catalog No. Course Title Instructor Days/Time
MS_ED 410-0 Foundations of Learning in a New Language Goebel Fri 1:00PM - 4:50PM
MS_ED 427-0 Educating Exceptional Children Morgan Tue 1:00PM - 4:50PM
Course schedule table for the Fall of 2024.
Catalog No. Course Title Instructor Days/Time
MS_ED 401-0 Schooling in America Wallace Tue 2:00PM-4:50PM
MS_ED 402-0 Social, Cultural, and Linguistic Contexts of Education Shulman, Campbell Tue 6:00PM - 8:50PM
MS_ED 402-0 Social, Cultural, and Linguistic Contexts of Education Winchester Tue 6:00PM - 8:50PM
MS_ED 407-1 Research and Analysis in Teaching and Learning I Woodward Tue 6:00PM - 8:50PM
MS_ED 410-0 Foundations of Learning in a New Language Fadda-Ginski Thu 6:00PM - 8:50PM
MS_ED 410-0 Foundations of Learning in a New Language Goebel Thu 6:00PM - 8:50PM
MS_ED 432-1 Assessment of Linguistically Diverse Students I Novak Tue 6:00PM - 8:50PM
MS_ED 455-0 Methods & Techniques of Teaching: World Languages Bauman Wed 6:00PM - 8:50PM
MS_ED 456-0 Methods & Techniques of Teaching: English Bloland Wed 6:00PM - 8:50PM
MS_ED 457-0 Methods & Techniques of Teaching: Secondary Mathematics Lynn Mon 6:00PM - 8:50PM
MS_ED 458-0 Methods & Techniques: Science McGill, Noll Wed 6:00PM - 8:50PM
MS_ED 459-0 Methods & Techniques of Teaching: Social Science Grinstead Wed 6:00PM - 8:50PM
MS_ED 475-0 Theory & Practice of Teaching in Multilingual & Multicultural Contexts: Secondary Math Mulligan Thu 6:00PM - 8:50PM
MS_ED 476-0 Theory & Practice of Teaching in Multilingual & Multicultural Contexts: Secondary Science Novak Thu 6:00PM - 8:50PM
MS_ED 478-0 Theory & Practice of Teaching in Multilingual & Multicultural Contexts: Secondary Humanities Stathakis Thu 6:00PM - 8:50PM
Course schedule table for the Winter of 2025.
Catalog No. Course Title Instructor Days/Time
MS_ED 402-0 Social, Cultural, and Linguistic Contexts of Education Wallace, Hayes Mon 6:00PM - 8:50PM
MS_ED 405-0 Child & Adolescent Development Owens Thu 2:00PM - 4:50PM
MS_ED 405-0 Child & Adolescent Development Zarega Thu 6:00PM - 8:50PM
MS_ED 407-1 Research and Analysis in Teaching & Learning I Woodward Tue 6:00PM - 7:20PM
MS_ED 427-0 Educating Exceptional Children Morgan Tue 2:00PM - 4:50PM
MS_ED 427-0 Educating Exceptional Children Morgan Tue 6:00PM - 8:50PM
MS_ED 432-0 Assessment of Linguistically Diverse Students Novak Wed 2:00PM - 4:50PM
MS_ED 436-0 Instructional Design & Assessment Bavis Wed 6:00PM - 8:50PM
MS_ED 451-0 Educational Technology Mon 6:00PM - 8:50PM
MS_ED 451-0 Peace Education: Theory and Practice of Non-Violence Shulman Wed 6:00PM - 8:50PM
MS_ED 451-0 Transformative Computer Science Education Horn, Hooper Mon 6:30PM-9:20PM
MS_ED 485-0 Student Teaching in Multilingual & Multicultural Contexts: Secondary Math Lynn Thu 5:00PM - 7:50PM
MS_ED 486-0 Student Teaching in Multilingual & Multicultural Contexts: Secondary Science Novak Thu 5:00PM - 7:50PM
MS_ED 488-0 Student Teaching in Multilingual & Multicultural Contexts: Secondary Humanities Stathakis Thu 5:00PM - 7:50PM
Course schedule table for the Spring of 2025.
Catalog No. Course Title Instructor Days/Time
MS_ED 407-2 Research and Analysis in Teaching and Learning II Woodward Tue 6:00PM - 8:50PM
MS_ED 409-0 Designing and Supporting Discourse-Rich Environments for Learning Reiser Wed 2:00PM - 4:50PM
MS_ED 414-0 Mathematics for Elementary Teachers Munson Thu 2:00PM-4:50PM
MS_ED 418-0 Topics in Teaching Math: Geometry Lynn Mon 6:00PM - 8:50PM
MS_ED 420-0 Designing for Linguistically and Culturally Sustaining Instruction Matsko, Hooper Tue 6:00PM - 8:50PM
MS_ED 422-0 Linguistics Informed Approaches to Literacy McCarty Wed 6:00PM - 8:50PM
MS_ED 424-0 Critical Issues in Literacy Bloland Mon 6:00PM - 8:50PM
MS_ED 428-0 Dynamics of Middle School Curriculum Stathakis Thu 2:00PM - 4:50PM
MS_ED 432-2 Assessment for Linguistically Diverse Learners II Novak Tue 6:00PM - 8:50PM
MS_ED 433-0 Science Content for Teachers Tyler Mon 6:00PM - 8:50PM
MS_ED 434-0 Social Studies Content for Teachers Jund Mon 6:00PM - 8:50PM
MS_ED 436-0 Instructional Design & Assessment Bavis Thu 6:00PM - 8:50PM
MS_ED 438-0 Teaching and Learning with Technology Hooper
MS_ED 466-0 Middle Grades Methods & Techniques of Teaching: English Shulman Thu 6:00PM - 8:50PM
MS_ED 467-0 Middle Grades Methods & Techniques of Teaching: Mathematics Lynn Thu 6:00PM - 8:50PM
MS_ED 468-0 Middle Grades Methods & Techniques of Teaching: Science Novak Thu 6:00PM - 8:50PM
MS_ED 469-0 Middle Grades Methods & Techniques of Teaching: Social Science Perkins Thu 6:00PM - 8:50PM