SCED - Secondary Education

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

This course examines the framework that establishes the foundation and structure of American education. Students will learn about the various types of schools/schooling and examine social issues and the interrelationships of schools, the community and legal issues how these impact American education. Current issues, the role of professional organizations, including unions, as well as the expectations, stereotypes and characterizations that define the teaching profession will be reviewed. Students will use reflection and experiences to define the knowledge, skills and dispositions are needed to be a successful educator. A 25- hour field/site visit is required.

This course introduces theories and models for teaching literacy across the content areas to middle school students.  It develops familiarity with issues related to vocabulary, word analysis, comprehension, fluency and motivation.  It examines teaching methods that develop strategic reading of both narrative and informational texts as well as the development of written and spoken language.

This course is designed to prepare educators with an understanding of the characteristics and developmental issues of the middle school students. The course will emphasize methods and strategies middle school teachers can use to meet the emotional, social and academic needs of young adolescent learners. Curricular design, instructional models, reading in the content area and assessment strategies will be discussed and applied enabling the candidate to be successful with the knowledge and skills needed for the multifaceted role of the middle school teacher.

The nature of language and language learning processes with specific focus organizational patterns and teaching methods for the elementary classroom is addressed in this course.  Particular emphasis is placed on designing, presenting and evaluating classroom practices and attention to cultural diversity of students and the needs of the exceptional learner. Additionally, the course will discuss how recent developments in the fields of linguistics, psychology and technology impact the teaching of foreign language. 

This course explores the field of education from a historical, social, economic, political, legal, ethical and moral perspective.   The rewards and challenges of the teaching professional will be emphasized along with an overview of the knowledge, skills and dispositions needed to be an effective teacher.   Working with unique learners including those with disabilities and non-English speakers will be introduced along with a brief overview of standards-based education, assessment, instructional technology, and differentiated instruction.  Participants will complete observation hours in an elementary, middle or high school as well as articulate their personal philosophy of the purpose and obligations of public and private education.  This course is highly recommended for declared education majors and those considering a career in the education field.

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

This pass/fail seminar will serve as a means of collaboration and communication among the scholars and faculty involved in the program. It will prepare Noyce scholars for the various components of the program. Sessions will address issues related to teaching in a high need school; what it means to be an instructional assistant; the summer practicum; expectations and opportunities for research as part of the Noyce program.

This course is designed to help pre-service and/or practicing teachers learn practical, effective ways to integrate various technology resources into classroom practices. The course explores emerging technologies, assistive technologies and web applications. It also discusses strategies for using technology, including assistive technology, to facilitate differences in learning style and disabilities. The course includes evaluation of technologies resources, low to high tech assistive technologies, multimedia design, accommodation strategies, and assessment design. Candidates will participate in a wide range of activities and projects by applying various technology tools and instructional strategies to enhance the learning success of all students.

This field experience is intended to provide Noyce scholars with an opportunity to work alongside an experienced teacher in a high need school district.  It is intended to challenge the scholar, while providing support and professional growth under the supervision of highly qualified mentor teacher.  Noyce scholars will examine the strengths and challenges associated with high need schools.  They will be able to apply theories and methods of teaching content to high need school populations, while experiencing the challenges of limited resources, overcrowded classrooms and family, social and environmental problems that detract students focus on education.  Scholars will also explore the passion, dedication, and perseverance needed to work in a high need school setting, and the profound impact a highly qualified, dedicated, caring teacher can have in this school setting.

Secondary Education majors will register for appropriate content special methods course.

This course will encourage teacher candidates to examine several components of teaching and how these components interact to create a positive learning community. Candidates will learn to design standard-based lesson plans and explore a wide range of strategies that will best address the academic and behavioral needs of the diverse middle and high school populations. Through field experiences, lesson plan development and micro-teaching, candidates will create learning materials that demonstrate their understanding of the needs of various populations (ELL, special needs and minority populations). Candidates will explore theories and techniques to create a positive and well-managed learning community. A 50-hour field experience in a middle school setting is associated with this course with concurrent enrollment in SCED 20000.

This course is intended to develop the abilities of teacher candidates to apply the techniques of speaking and listening in a variety of classroom settings. Candidates will be encouraged to use critical thinking and problem solving in different contexts and modes of communication. Issues surrounding interpersonal relationships, diversity and ethics will be addressed.

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

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

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

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

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

This class will address the theoretical and practical bases for teaching modern foreign languages at the middle and high school levels, including an introduction to the most prominent theories of second language acquisition. Candidates will explore instructional materials, classroom methods, techniques and emerging technology employed in language teaching at these levels. Extensive practice in classroom application of these methods and techniques along with particular attention to the needs of diverse learners and exceptionalities will be included.

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

This course introduces topics and methods for teaching geography to middle school students. It is based on standards of geography developed by National Geographic, the Alliance for Geography (GENIP) Geography Education National Implementation Project.

This class will focus on the methods used to teach computer science for the middle and secondary teacher. Students will learn to implement a variety of methods in the teaching process to foster meaning, collaboration, and inquiry learning. Additionally, students will actively participate in professional organizations and establish a strong knowledge related to research in computer science education related to research in computer science education and how it can be applied tot he 5-12 classroom.

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

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

This course provides a critical review of contemporary education within the greater social, political, economic and cultural contexts. With a focus on equity and social justice, candidates examine current educational issues and potential innovative solutions. A strong focus on engaging lawmakers and participating in a democratic government will be emphasized. Candidates will research a policy or legislative issue and prepare a position statement to be shared with legislators.

This course is open to all Lewis University students who wish to learn more about civic engagement and have the opportunity to research a legislative issue and present a position paper to a state or national legislator. This course is written within the educational context but can be extrapolated to other disciplines outside of education.

Candidates will examine a variety of research-based strategies and interpret data associated with standardized and classroom assessments. The purposes, characteristics and limitations of assessments will be explored. Candidates will have the opportunity to use data to make instructional decisions and discuss the limitations of measurements used to assess student progress in meeting national and state learning standards. The candidate will have the opportunity to apply content area knowledge, students' development needs and culturally responsive pedagogy in the process of developing lesson plans and assessment tools for a variety of instructional purposes. A 50-hour field experience in high school setting is associated with this course with concurrent enrollment in SCED 30000.

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

Candidates will complete a 15-16 week clinical practice. They will be expected to assume full responsibility for the duties of classroom teacher, including development, delivery and assessment of instruction; grading and evaluation of students; classroom management; communication with parents and school personnel and interpretation of data related to student learning. Progress in development is carefully monitored through observation and feedback from the mentor teacher, University supervisor and content area specialist. Student Teaching may be repeated only once for credit with the consent of the Department of Education and the Teacher Education Committees. Clinical practice may be repeated only once for credit with the consent of the Department of Education and the Teacher Education committees. For fall student teaching, all tests must be completed by May 1 of the prior semester. For spring student teaching, all tests must be completed by September 1 of the prior semester.

 

See schedule book for associated fees.

This course is designed for students seeking the Illinois Professional Educator License with an endorsement in middle level education. Candidates complete a 15-16 week clinical opportunity in a middle school setting; Candidates are expected to assume full responsibility for the duties of classroom teacher, including development, delivery and assessment of instruction; grading and evaluation of students; classroom management; communication with parents and school personnel and interpretation of data related to student learning. Progress in development is carefully monitored through observation and feedback from the mentor teacher, University supervisor and content area specialist. Clinical Practice may be repeated only once for credit with the consent of the Department of Education and the Teacher Education Committees. Clinical practice may be repeated only once for credit with the consent of the Department of Education and the Teacher Education committees. For fall student teaching, all tests must be completed by May 1 of the prior semester. For spring student teaching, all tests must be completed by September 1 of the prior semester.

See course schedule book for associated fees.

Candidates complete a 15-16 week clinical practice opportunity in two settings: one at the K-8 level and one at the high school level. They are expected to assume full responsibility for the duties of the classroom teacher, including development, delivery and assessment of instruction; grading and evaluation of students; classroom management; communication with parents and school personnel and interpretation of data related to student learning. Progress in development is carefully monitored through observation and feedback from the mentor teacher, University supervisor and content area specialist. Clinical practice may be repeated only once for credit with the consent of the Department of Education and the Teacher Education Committees. Clinical practice may be repeated only once for credit with the consent of the Department of Education and the Teacher Education committees. For fall student teaching, all tests must be completed by May 1 of the prior semester. For spring student teaching, all tests must be completed by September 1 of the prior semester.

See schedule book for associated fees.

This course is designed to provide practical experience for candidates wishing to teach middle/high school theology.  Candidates have total involvement in the participating school system.  Progress in developing teaching skills is carefully observed and supervised by the mentor teacher and University supervisor over eight (8) weeks.  This course may be taken in conjunction with Special Methods of Teaching Theology in Grades 6-12.

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