Elementary Teacher Education Courses

.75 credit

An introduction to the Department of Education’s mission, goals, core values, professional conduct expectations and requirements for teacher licensure in Illinois. Teaching candidates learn how to apply elementary curriculum planning based on content area standards, diverse student characteristics, developmental expectations and curriculum goals. Teaching candidates observe and examine content area curriculum that includes the fine arts. Candidates are introduced to classroom technology integration and create professional electronic portfolios to monitor and evaluate their growth as future educators. Candidates are expected to apply course knowledge and skills in an introductory practicum experience that focuses on primary classrooms.

Prerequisites: EDU 104, EDU 223, EDU/PSY 311; admission to the elementary teacher education program.

.25 credit

An introductory practicum requiring directed and supervised pre-clinical experiences in curriculum planning and instruction of science, mathematics, literacy, social science, and observation of fine arts in collaboration with first-, second- and third-grade school partners. The majority of the pre-clinical experiences will be in diverse instructional settings prearranged and supervised by program faculty. Pass/No Pass grading.

Prerequisites: EDU 104, EDU 223, EDU/ PSY 311; admission to the elementary teacher education program.

.75 credit

A study of the language and literacy curriculum, materials, texts and technology for the primary grades (K–3) focusing on foundational knowledge, research-based instructional methods, monitoring student learning through assessment, content area reading, and constructing a supportive language and literacy environment. Teacher candidates apply research based instructional methods successful for supporting all learners’ literacy across the content areas. Assignments provide opportunities to administer, evaluate and communicate a wide range of developmentally appropriate literacy assessments to monitor student learning and plan instruction designed to meet the needs of diverse learners.

Prerequisites: EDU 104, EDU 223, EDU/PSY 311; admission to the elementary teacher education program.

An integrative classroom methods course focused on developmentally appropriate planning and content area instruction for grades K-3 mathematics, science and social science curriculums. Teacher candidates will learn how to plan meaningful content area lessons that are based on best practices and current standards. They will also learn how to critically reflect upon instruction to improve lessons and plan next steps. The course meets for six hours a week, three of which are devoted to education lab experiences.

Prerequisites: EDU 104, EDU 223, EDU/PSY 311; admission to the elementary teacher education program.

.75 credit

A study of a variety of teaching methods, materials and technologies utilized in the elementary school’s intermediate (4–6) classrooms. Course content includes: human development; interpreting and communicating assessment data; methods for teaching diverse learners; characteristics of student diversity including physical, social and emotional, cognitive, and linguistic differences; behavior management; learning environment; and co-planning. Opportunities to work extensively in an intermediate classroom learning about collaboration with teachers, families and other school personnel, as well as analyzing instruction, will be provided. Teacher candidates observe and examine content area curriculum including physical education and health.

Prerequisites: ELM 300, ELM 301, ELM 314 and ELM 341.

.25 credit

A practicum that requires directed and supervised pre-clinical experiences in curriculum planning and instruction of science, mathematics, literacy, social science and observation of health and physical education in collaboration with fourth through sixth grade elementary school partners. The majority of the pre-clinical experiences will be in diverse instructional settings prearranged and supervised by program faculty. Pass/No Pass grading.

Prerequisites: ELM 300, ELM 301, ELM 314 and ELM 341.

.75 credit

A study of literacy methods and materials used in the intermediate and middle-level grades (grades 4–8). Developmentally appropriate reading and writing instruction, support, materials, and resources for classroom language arts and reading teachers are examined and applied. Additional focus areas include integration of reading in the content areas and interpretation of diagnostic assessments and implementation of remediation strategies.

ELM 372 must be completed concurrently with ELM 350, ELM 352 and ELM 382. Prerequisites: ELM 300, ELM 301, ELM 314 and ELM 341.

An integrative classroom methods course focused on developmentally appropriate planning and content area instruction for grades 4–6 mathematics, science and social science curricula. Teacher candidates will learn to provide meaningful content area learning opportunities for students and justify their instruction on the basis of current research. The course meets for six hours a week, three of which are devoted to education lab experiences.

Prerequisites: ELM 300, ELM 301, ELM 314 and ELM 341.

.75 credit

An advanced study of classroom environment and assessment requiring the use of data to create effective and responsive elementary classroom environments. Coursework involves continuous data collection and analysis with critical selfevaluation to support instructional decisions regarding planning, student learning and classroom relationships. Course outcomes focus on creating a successful learning culture of collaboration, inclusion and achievement for all learners.

Prerequisites: ELM 350, ELM 352, ELM 372 and ELM 382.

An advanced study of collaborative and professional practice in schools. The practicum requires extensive participation in elementary schools and focuses on effective instructional practices, optimal learning environments, professional collaboration, school policies and procedures (e.g., mandated reporting), family/cultural/linguistic assets, and reflective practice in first through sixth grade classrooms. Two full days of supervised preclinical experience are required on a weekly basis at the prospective student-teaching sites. A minimum of 150 field participation hours in the prospective student teaching classroom is required for this course.

Prerequisites: ELM 350, ELM 352, ELM 372 and ELM 382.

3.00 credits

A supervised clinical experience designed to provide student teachers with the opportunity to develop, refine and demonstrate those competencies that are essential for effective teaching in elementary classrooms. Student teaching is the culmination of the elementary teacher education preparation program and provides supervised field experiences for a full college semester. Student teachers are evaluated continuously across the knowledge and performance indicators as outlined in state and national standards. This professional semester is designed to provide the student teacher with the opportunity to assume increasing responsibility in planning, instructional delivery and assessment while managing a classroom under the guidance of a cooperating teacher and the University supervisor. Pass/No Pass grading.

Prerequisites: ELM 419, ELM 450, SPE 440, SPE 442; admission to elementary teacher education student teaching.

.50 credit

An advanced clinical seminar that provides student teachers with professional information relevant to teaching in the public schools at the elementary level. Student teachers have opportunities to explore and learn about professional issues such as licensure requirements, endorsements, applying for positions, bargaining agreements, administrative and novice teacher perspectives, educational technology, and the teacher evaluation process. Student teachers will participate in several types of professional learning community protocols to describe and reflect on their teaching practice. Student teachers read research from professional teaching journals to support group questioning and problem solving around relevant teaching topics.

Prerequisites: ELM 419, ELM 450, SPE 440, SPE 442; admission to elementary teacher education student teaching.

.50 credit

An advanced clinical seminar that provides guided support in the preparation of final licensure and capstone assessments. Seminars focus on documenting teaching growth and performance using data collection and analyses with critical self-evaluation of the student teaching experience. The elementary teacher education program’s formal capstone project is presented as the culminating seminar project.

Prerequisites: ELM 419, ELM 450, SPE 440, SPE 442; admission to elementary teacher education student teaching.