Digital viewbook for international students looking to study on a F-1 visa at National Louis University in Chicago Illinois
MASTER OF ARTS IN TEACHING [M.A.T.] Secondary Education
CANDIDATE HANDBOOK
2025-26 Edition Grades 9 - 12
1 / Secondary Education MAT Handbook
Congratulations on your decision to pursue a teaching degree and license through the National College of Education at NLU. There are a few things we want you to know about your journey. Teaching is a very complicated profession. Good teachers need to be fully present, physically and emotionally, in order to meet the needs of all their students. Good teachers view their work as a calling, or vocation, and not just a job. They think about their students, the families they serve, and the content they teach, and they are always looking for ways to engage their students for optimal learning to happen. Good teachers are effective communicators, and they have the ability to share sensitive or difficult information in a respectful way. These characteristics are just a snapshot of the knowledge, skills, and attitudes that you will need to become a good teacher. Here is what we already know about you: 1. You are an accomplished adult learner who already holds one or more college degrees. 2. You likely have a full-time job, family, and other obligations that compete for your time. Your instructors are committed to your growth and development in this program. Here are some things you should know and expect from your instructors: 1. High academic expectations through a rigorous curriculum that makes you think, analyze, and look at the education field through a culturally sustaining lens using multiple perspectives. 2. Feedback from your instructors on the quality of your work and levels of engagement in each course. 3. Academic Support. Instructors are concerned with your learning. What you learn will have direct application to your work as a teacher in the field. 4. Spend time in a classroom . Make this a priority when planning for each term. If you have difficulty finding a place to complete your hours, work with your instructor. 5. Your instructors will keep you informed of any licensure requirements that you must meet. Here is what your instructors will expect from you: 1. Commitment to your graduate education. Balance your other responsibilities. Except for emergencies that arise, there will be times when you will need to decide to do coursework rather than a preferred activity. 2. Your full attention . Be present in your classes, whether on campus or online. Stay current with the course content, complete assignments on time, and engage in group work to demonstrate that you can collaborate with other professionals to complete a project. 3. Communication . If you are not meeting course expectations or are struggling in the field, you are expected to communicate with your instructors about any specific issues that may be keeping you from performing at an essential level of competency. Ask questions and share any concerns you have with the content, organization of the class, or the assignments. 4. Grades, GPA, Content Test . To be eligible for a Professional Educator License (PEL), you must maintain a 2.75 GPA and earn a “B” or better in all methods courses. The State will not accept grades below “C-” on any course required for licensure. There is also a required Illinois Content Exam that you must pass to move into Practicum II. Study materials are available for these. Start early in your program. 5. Build a support network through family and friends to help you meet program responsibilities. We wish the very best as you embark on this journey with us. We are here to support, encourage, and prepare you for the very best profession in the world. Welcome to Graduate School! The Secondary Education MAT Faculty Team Program Chair, Dr. Bobby T. Dillard
2 / Secondary Education MAT Handbook
Table of Contents Contact Information ................................................................................................ 6 National College of Education ................................................................................. 7 Conceptual Framework ....................................................................................... 7 Mission................................................................................................................. 7 Philosophy and Knowledge Base.........................................................................8 Purposes, Professional Commitments, and Dispositions ...................................8 Performance Expectations .................................................................................8 General Program Information ............................................................................... 10 Program-Level Outcomes Associated with a MAT in Secondary Education..... 10 Admission Requirements .................................................................................. 10 Office of Admissions & Records..................................................................... 11 Timeline to Completion.................................................................................. 12 Key Assessments Required for Completion of Your MAT Program .................. 12 General Student Information............................................................................. 13 Credit By Examination ................................................................................... 13 Delivery of the Program ................................................................................. 13 Virtual Courses and Zoom Sessions .............................................................. 14 School Safety Module .................................................................................... 14 Content Area Test.......................................................................................... 14 Disposition Assessment ................................................................................ 15 Academic Advising ........................................................................................ 15 Student Guidebook ........................................................................................ 15 NLU Library .................................................................................................... 15 Learning Support ........................................................................................... 16 Center for Student Accessibility Resources (CSAR) ..................................... 16 Technology and Tech Use .............................................................................. 16 Textbooks .......................................................................................................17 Program Policies ................................................................................................17
3 / Secondary Education MAT Handbook
4 / Secondary Education MAT Handbook Responsible Use of Artificial Intelligence (AI) Tools and Coursework ...........17 Paid Student Teaching Qualifications and Requirements ............................. 18 Policy Regarding Extra Coursework During Clinical Experiences ................. 18 Policy Regarding Physical Fitness ................................................................. 18 Policy Regarding Grades of “C” or Lower in Practicum Courses.................... 19 Policy Regarding Grades of “C” or Lower in Methods Courses....................... 19 Re-Entry and Re-Admission Policy ................................................................ 19 Exception to MAT Policies .............................................................................20 NCE Academic Policy Committee......................................................................20 Diplomas and Graduation................................................................................... 21 Concerns with Your MAT Program?................................................................... 21 Course of Study.....................................................................................................22 Descriptions of Courses Required for Licensure ..............................................23 Preparing for Your SEC Field Experiences............................................................26 Pre-Clinical Experiences ................................................................................... 27 Pre-Student Teaching Experience Hours ...................................................... 27 Competency Appraisals ....................................................................................28 Student Teaching Prerequisites........................................................................28 Student Teaching Field Experience ..................................................................29 SEC 590 Important information .....................................................................30 Substitute Teaching During SEC 590 .............................................................30 Attendance Policy during SEC 590 ................................................................30 Student Teaching Seminar Course: SEC 590................................................. 31 Evaluating Student Teaching Performance................................................... 31 Guidelines for Submitting a Field Placement Application .................................32 Licensure ..............................................................................................................32 Application for Licensure..................................................................................32 The Application .............................................................................................. 32 Illinois Licensure Tests......................................................................................33
APPENDIX A - Responsibility & Support Plans (RaS) Plans...................................34 APPENDIX B - Dispositions Assessment...............................................................38 APPENDIX C – Office of Field Experience..............................................................43 Guidelines for Submitting a Field Placement Application.................................... 44 Before You Start the Field Placement Application........................................... 44 NLU E-mail .................................................................................................... 44 Supporting Documents ................................................................................. 44 Application Deadlines ................................................................................... 44 To Access the MAT Field Placement Application: ........................................... 44 Frequently Asked Questions .............................................................................45 Placement Policies ............................................................................................47 Calendar Dates for Field Placements ................................................................48 Calendar for Field Experiences 2025-2026 ...................................................48 Sonia..................................................................................................................49 NCE MAT Teacher Preparation Program Checklist ........................................... 51 Criminal Background Checks, TB Tests, Mandated Reporting, Health Insurance.52 Criminal Background Check ..............................................................................52 TB (Tuberculosis) TEST.....................................................................................53 MANDATED REPORTER ...................................................................................... 53 HEALTH INSURANCE .........................................................................................54 Accurate Biometrics Application..........................................................................55
5 / Secondary Education MAT Handbook
Contact Information
Your National College of Education (NCE) Deans & School Director
Dr. Carolyn Theard-Griggs Dean, NCE
312-261-3925 ct h eardgriggs@nl.edu 312-261-3899 kstricker2@nl.edu 312-261-3220 jgilbert11@nl.edu
Dr. Kristi Stricker Dr. Jamillah Gilbert
Associate Dean, NCE
Director, Teacher Preparation
Your Secondary Education MAT Faculty Team
Dr. Bobby T. Dillard
Program Chair; Assistant Professor, Mathematics Education Assistant Professor, English Language Arts Education Assistant Professor, Social Studies Education Executive Director, Field Experience & PK-12 Partnerships Associate Director, Field Supervision & Residencies Field Experience Manager Field Experience Manager Field Experience Specialist Field Supervisor Coordinator; Adjunct Faculty Field Experience Support; Adjunct Faculty
312-857-3743 bdillard1@nl.edu
Dr. Benjamin Lathrop
blathrop@nl.edu
Dr. Nicholas Kryczka
nkryczka@nl.edu
Your Office of Field Experiences (OFE) Team
Lisa Mozer
847-947-5025 lisa.mozer@nl.edu
Brian Morris
847-947-5546 bmorris8@nl.edu
Stephanie Harper Erin Tatel Stein
630-874-4405 sharper3@nl.edu 847-947-5518 estein4@nl.edu 630-874-4197 nenger@nl.edu
Nicole Enger
Chaidan Leshinski
(None)
cleshinski@nl.edu
Melinda Orzoff
847-947-5464 morzoff1@nl.edu
Your Secondary Education Advisors
Leah Ott
Associate Director of Advising, ext. 4227
888-658-8632 lott@nl.edu
Liz Botica
Academic Advisor
630-874-4234 ebotica1@nl.edu
Click here for NLU MAT Program Information & Student Resources.
6 / Secondary Education MAT Handbook
National College of Education
Conceptual Framework
A Professional Community Advocating for All Learners NCE Faculty and candidates use scholarly habits of mind and methods of inquiry in order to affect P- 12 student learning by: • Envisioning, articulating, and modeling democratic and progressive education • Designing powerful learning environments that integrate appropriate technologies • Utilizing multiple meaningful assessments • Enabling self-directed learning • Working collaboratively in diverse communities and with diverse learners to achieve learning goals • Advocating for democratic values, equity, access and resources to assure educational success for all NCE Faculty and candidates continuously demonstrate a high standard of professional ethics by: • Cultivating curiosity and excitement for learning in themselves and others • Respecting and learning from other peoples, cultures, and points of view • Demonstrating a caring attitude in recognizing the needs of others and acting to promote their growth • Acting with confidence and self-knowledge to assume professional leadership roles and responsibilities • Using information from self and others to continuously improve
The National Education Association’s (NEA) Code of Ethics for Educators can be found at https://www.nea.org/resource-library/code-ethics-educators.
Mission National College of Education (NCE) is a professional community collaborating with teacher candidates, teachers, administrators and others advocating for all learners. For over one hundred and thirty years, NCE has had as its mission excellence in teaching, scholarship, service, and professional development. NCE continues its history of innovative leadership in education in Chicago, the nation, and in other parts of the world. Recognizing the importance of life-long
7 / Secondary Education MAT Handbook
learning in a diverse, rapidly changing global society, the College is committed to developing and empowering all learners, consistent with the mission of National Louis University.
Philosophy and Knowledge Base Building on the progressive tradition of John Dewey and our founder Elizabeth Harrison, the National College of Education continues its historical commitment to student-centered education. Our research-based, best practice programs fuse theory and practice and engage candidates in critical reflection and inquiry. Through our theme of advocating for all learners, NCE programs place teacher candidates and the schools they work with at the center of the educational process. Candidates actively construct meaning individually, cooperatively and collectively by integrating knowledge and experience within a community of learners. Purposes, Professional Commitments, and Dispositions The NCE professional community recognizes that the learner and the process of schooling are situated in social, historical, political, and cultural contexts. We value diversity and cultural differences among children, families, and communities, and continue our long and distinguished tradition of promoting social justice and developing democratic communities. Performance Expectations Reflection and inquiry provide an informed and integrated basis for advocating for all learners. Through this process, NCE candidates will develop the disposition, knowledge and skills to: • Integrate theory and practice • Help students construct their own knowledge • Understand the contextual nature of learning • Collaborate with students, teachers, administrators, parents, policy makers and the community at large • Engage in critical inquiry • Assess, reflect on, and critique their own knowledge, practice, school and society The president and the officers of National Louis University reserve the right to change the requirements for admission or graduation, the arrangement, schedule, credit, or content of courses, the books used, fees charged, regulations affecting students, and to refuse to admit or readmit, and to dismiss any student any time -- should it be deemed to be required in the interest of the student or the university to do so.
8 / Secondary Education MAT Handbook
National Louis University admits students to all programs and activities and administers all educational, employment, and other policies without discrimination because of race, color, sex, religion, handicap, or national or ethnic origin.
9 / Secondary Education MAT Handbook
General Program Information
Program-Level Outcomes Associated with a MAT in Secondary Education At the completion of this MAT Program , candidates will be able to: Teaching, Students, and Environment • Create learning opportunities and classroom environments that support the intellectual, social, moral, ethical, physical and emotional development of all students. • Create instructional opportunities to meet learning needs of diverse learners and foster effective interaction with colleagues, students, and families. • Demonstrate skills necessary to apply teaching strategies that support the intellectual, social, and personal development of students living in the 21st Century. Teaching, Curriculum, and Instruction • Create developmentally appropriate instructional strategies that encourage critical thinking, problem solving, and performance skills. • Enact teaching practices, which are differentiated based upon the specific needs of students. • Use appropriate technologies and teaching methodologies in classroom instruction. • Plan and teach lesson content and analyze learning in ways that show understanding of curriculum development and lesson assessment. Teaching and the Profession • Demonstrate professional conduct and comport themselves as reflective practitioners and positive role models for all students • Understand legal and ethical expectations of school professionals • Work collaboratively with school colleagues, parents/families and the community to support students and their learning
Admission Requirements Criteria for admission to the MAT in Secondary Education include:
1. Baccalaureate degree from a Regionally Accredited Institution
10 / Secondary Education MAT Handbook
2. Three professional or academic references (This requirement is waived for applicants with a GPA of 3.0 or higher.) 3. Completion of 24 required semester hours with no grade lower than C in an area of specialization on an official transcript(s). 4. Grade point average (GPA) of 3.0 in last 60 hours of coursework for full admission. GPAs between 2.5 and 2.9 will be considered for provisional admission on an individual basis 5. Students who wish to obtain a Social Studies Endorsement must pass either the History content test or the Geography content test. Have a major in a Social Studies field (Economics, Geography, History, Political Science, Psychology, Sociology/Anthropology) OR at least 24 SH of Social Studies coursework, 12 SH of which is concentrated in the area of the initial endorsement. All coursework applied must be from accredited schools and must be completed with a grade of C or better. o At least one course in each of the additional areas listed below (excluding the area of designation):
Economics Geography
History (U.S. History and World History is recommended) Political Science SEC MAT Candidate Handbook 2025-2026 Psychology/Sociology/Anthropology 6. Students who wish to obtain foreign language licensure are required to take and pass the state foreign language exam as well as the ACTFL Oral Proficiency Interview (OPI) with a minimum score of Advanced Low. Students who do not earn the minimum score will not be eligible for admission to the MAT program. Office of Admissions & Records The Office of Admissions and Records administers applications for admission, registration and veterans’ benefits, produces official academic transcripts, provides enrollment and degree verification services and graduation audits, evaluates transfer credit, and publishes the official university schedules and catalog for each of NLU’s campuses and academic centers. If candidates wish to withdraw from a class, all withdraws must be in writing. Contact your academic advisor for assistance when requesting a withdrawal.
11 / Secondary Education MAT Handbook
Timeline to Completion Teacher candidates have six years from the time of the first course taken towards the MAT degree to complete the degree. Candidates who exceed this time frame will need to apply to the Academic Policies Committee for an extension of the timeline. In addition, candidates will be responsible for any new or updated requirements of the MAT program. Key Assessments Required for Completion of Your MAT Program The following are the Key Assessments required for completion of the Secondary Education MAT Program.
Assessment
When Taken
Proficiency Requirement Score of 240 or higher Required for licensure An exemplary rubric score
Description
ILTS Content Test
A score of 220* and verification of the score is required prior to Practicum II Occurs in the following courses: SEC 590 Occurs in the following courses: SEC 502 SEC 512/514/518 SEC 590 Occurs in the following courses: SEC 590 Occurs in the following courses: SEC 502 SEC 512/514/518 SEC 590
Multiple Choice
* A passing score of 240 is required for licensure
Sequential Learning Segment
Candidate consistently demonstrates, at an exemplary level, the practice of modifying and implementing developmentally appropriate and challenging learning experiences for all learner stages of development in real time. Candidate consistently adapts curriculum and strategies for the individual, diverse or exceptional learners with critical engagement for all learners. Performance evaluation completed by the mentor teacher and the university supervisor during the student teaching experience. Performance Assessment to create a lesson plan that addresses standards, learning goals, lesson sequence, formative assessment, and assistive and instructional technology. The assessment includes brainstorm on the
across various categories
Unit Plans
An exemplary rubric score
across various categories
Competency Appraisal
An exemplary rubric score across various categories Level/rating & GPA of 2.5 or higher
Teacher Preparation Lesson Plan
12 / Secondary Education MAT Handbook
opening, instructional delivery and closing of the lesson . Evaluation by faculty to determine attitudes and beliefs that are needed to be a successful teacher in the field. These include: • Honesty and Integrity • Responsibility for Meeting Course and Field Requirements • Reflection and Accepting Feedback Collaboration and Communication • Commitment to Diversity, Equity and Inclusion and Respect for Self and others
Dispositions Assessment
Occurs in the following courses:
An exemplary rubric score
SEC 502 SEC 581
across various categories
General Student Information Credit By Examination
NLU awards credit to candidates who achieve acceptable scores on standardized tests such as College Board's College Level Examination Program (CLEP) and the DANTES Subject Standardized Tests (DSSTs). Candidates should contact their graduate academic advisors for information about and for preapproval of testing intended to fulfill deficiencies. Delivery of the Program The Master of Arts in Teaching degree is an Illinois-approved program for initial licensure in Secondary Education. The Professional Educator License [PEL] earned in Illinois is for Grades 9- 12. The program is delivered in an ONLINE format. Online coursework includes both asynchronous and synchronous course participation. Synchronous coursework requires candidates to be logged in to Zoom when participating in regularly scheduled class sessions. Asynchronous coursework is designed with weekly learning modules that guide and engage candidates toward the goals and required outcomes of the course content. The academic advisors will share the course delivery model with each candidate in the program. As such: 1. Candidates choose to pursue their degree plan with the help of their academic advisor. Candidates and their advisors will develop a personalized study plan to support candidates’ individual needs and timeline to completion. An online course schedule is available to help candidates see the times/days and locations classes meet throughout the year. 2. Candidates may enroll in a varied number of semester hours of credit each term and may need to take classes on more than one campus or in both online and on campus modalities. Certain courses may have limited or closed enrollment. 3. Candidates must be enrolled in a minimum of 3 semester hours to be eligible for financial aid. Six or more semester hours of credit is considered full-time enrollment for financial aid purposes.
13 / Secondary Education MAT Handbook
Virtual Courses and Zoom Sessions When attending virtual classes via Zoom, it is essential to follow these guidelines to enhance the productivity of the session for you and your fellow classmates. Consider how you can be supported by friends and family during your time in graduate school and enlist their assistance, if necessary, when you are in class. • Create a Dedicated Learning Space : Establish a specific area in your home where activity and distractions are limited, allowing you to focus entirely on the class without interruptions. • Avoid Multitasking: Refrain from engaging in other activities like driving, attending or coaching sporting events, attending to household chores, watching videos during class etc. during class. Give your full attention to the virtual session. • Enable Video: Keep your video on during the class so that you and your classmates can see each other. It fosters a sense of connection and engagement within the virtual environment. • Mute Microphone When Not Speaking: To prevent background noise and disruptions remember to mute your microphone when you are not actively participating in the discussion. • Utilize Zoom Features: Familiarize yourself with the various Zoom features, such as the “reaction” tab to virtually raise your hand when you have a question or want to contribute to the conversation. • Use Chat Responsibly: Make use of the chat feature to ask questions and share comments related to class material. Avoid engaging in private and personal conversations in the chat. To maintain a focused learning atmosphere.
By adhering to these guidelines, you can make the most out of your virtual learning experience and contribute to a more enriching and productive class environment for everyone involved.
School Safety Module All Teacher Candidates must complete the mandatory School Safety module before graduating.
Content Area Test All Secondary Education MAT candidates must have a passing score of 240 on the ILTS Content Exam to qualify for licensure. Teacher Candidates must have a score of at least 220 on the Content Exam PRIOR to beginning their Practicum 2 experience. This policy meets the Illinois State board of Education’s policy set forth in the school code. Candidates will not be enrolled in Practicum 2 until they earn a score of 220 or hire on their Content Test, and they will not qualify for a PEL without a passing score of 240 or higher.
14 / Secondary Education MAT Handbook
Please refer to http://www.il.nesinc.com/ for testing information.
Disposition Assessment Candidates are expected to demonstrate the professional behaviors and attitudes required of all educators in P-12 schools. These professional behaviors and attitudes are referred to as Professional Dispositions . Candidates who demonstrate positive growth in their dispositions reflect the kinds of teachers who can positively impact student learning in the diverse schools and communities where they will ultimately teach. The Disposition Assessment will be applied in the Secondary Education MAT program in the following courses: SEC 502 and one methods class (SEC 512/514/518). Please refer to the Dispositions Assessment tool for more details. Academic Advising Academic advising is an important facet for successfully completing the Elementary Education MAT program . Candidates can contact the Academic Advising Center or 1-800-443-5522, ext. 5900 . Once candidates have been admitted and the General Education Assessment has been completed, they will be assigned an academic advisor from the Academic Advising Center. Advising can be provided concerning: • Meeting deficiency requirements (finding classes, monitoring progress/completion, deadlines) • Planning program schedules • Selecting classes • Additional endorsements (ELL, Content Fields, SPE) • ISBE Licensure Tests
• Graduation requirements • Licensure requirements
Student Guidebook Academic, campus, and university policies, procedures, and services of NLU are documented in the NLU Student Guidebook . The guidebook is available on campus through the Office of Student Affairs and at https://nl.edu/student-services/student-affairs/student-guidebook/. NLU Library There is a library branch on each NLU campus. Many resources are also available to NLU students online at https://nl.edu/library/. Hours at each campus vary and can be found at the library tab on the NLU homepage.
15 / Secondary Education MAT Handbook
Learning Support The Learning Support team consists of writing, math, computer science, and ELL specialists who have extensive experience tutoring and providing general academic support to both undergraduate and graduate students. Center for Student Accessibility Resources (CSAR) CSAR helps ensure that all academic programs and all aspects of academic programs and student experience are accessible. They provide reasonable accommodations, such as exam accommodations, note-taking assistance, alternative textbook formats, etc. They partner with faculty and staff to create a positive student experience, whether you are a first-term freshman or a doctoral candidate. Technology and Tech Use NLU Website and Portal NLU maintains a website at https://nl.edu/. Information for registering, logging on, account names, etc. should be accessed through the NLU portal at http://my.nl.edu. Helpdesk The NLU helpdesk is available 24/7 at 1-866-813-1177 to assist students with login questions. Students are able to access their grades, unofficial transcripts, account balances, tuition bills, and student schedules through the NLU portal. D2L Students can also access course home pages for all of the classes in which they are enrolled through the Desire to Learn (D2L) site at https://d2l.nl.edu/. NLU Email Every registered student at NLU has a university supplied email account that can be accessed through any internet connection. This will provide fast, direct communication between the students, the university faculty, and administration. It is NLU policy to send information to students only through the NLU email accounts, and it is the students’ responsibility to check the NLU email frequently to stay aware of university policies and deadlines . Cell Phone and Laptop Use Please mute all cell phones in district schools and in NLU classes. Laptops may be used for note taking and for in class projects at the discretion of the instructor. There may be “screen down” times requested by the instructor.
16 / Secondary Education MAT Handbook
Textbooks Candidates are responsible for buying and/or renting textbooks and other related course materials. Textbooks are available on-line through the Virtual Bookstore at: Starting class with the required texts is extremely crucial for optimal success. Be sure to order your books and/or materials early.
Program Policies Responsible Use of Artificial Intelligence (AI) Tools and Coursework
As artificial intelligence (AI) tools become increasingly accessible, it is essential that we engage with these technologies responsibly, ethically, and in alignment with the values of academic integrity. This course recognizes the potential value of AI-assisted tools for learning and creativity, while also emphasizing the importance of human intellectual engagement. Permissible Uses of AI Tools Students may use AI tools (e.g., ChatGPT, Grammarly, Copilot) under the following conditions: Research Aid: You may use AI to generate ideas, summaries, or outlines during the brainstorming phase of assignments. Writing Support: Grammar and style tools may be used for editing purposes, provided they do not alter the substance or originality of your work. Programming Help (for relevant assignments): AI coding assistants may be used to debug or offer syntax suggestions. However, understanding the code and being able to explain it in your own words is required. Prohibited Uses of AI Tools The following uses are considered academic misconduct: • Fully AI-Generated Submissions: Submitting an assignment (in part or whole) generated by AI without significant human revision, analysis, and original thought. • Citation Fabrication: Using AI to produce references or sources that do not exist or were not consulted. • Undisclosed Use: Failing to clearly disclose the use of AI tools when instructed to do so. Disclosure Requirement If you use AI tools in your work, include a brief AI Usage Statement at the end of your assignment. For example: “Portions of this assignment were generated with the assistance of ChatGPT to outline initial ideas and clarify grammar. All substantive analysis and final composition are my own.”
17 / Secondary Education MAT Handbook
Failure to disclose AI use when required may be treated as a violation of academic integrity.
Academic Integrity Reminder This course adheres to the university’s Academic Integrity Policy. Using AI to bypass learning, plagiarize, or misrepresent your own work undermines the educational process and may result in disciplinary action. Guiding Principle Use AI as a tool for thought—not a substitute for it. If you are ever uncertain about what constitutes acceptable use, please ask. Open conversation is encouraged. Paid Student Teaching Qualifications and Requirements In order to be considered for Paid Student Teaching, candidates must meet one of the following requirements: • 2 years of Teacher of Record experience in content/licensure area OR • 1 year serving on an Educator License with Stipulations endorsed for Transitional Bilingual Educator OR • 1 year of Teacher of Record experience in content/licensure area & Short Term Approval OR • 1 year of Teacher of Record experience in content/licensure area & Substitute Teaching License Policy Regarding Extra Coursework During Clinical Experiences Practicum 2 and Student Teaching require significant time commitments. Because of that, Teacher Candidates (MAT Traditional) may not take more than one additional course from NLU outside of their scheduled program coursework during Practicum 2, and no additional courses during Student Teaching. Teacher Candidates who anticipate the need to take two or more additional courses during their Practicum 2 term should discuss this with their advisor and obtain written permission from their Program Chair prior to registering for any coursework. Policy Regarding Physical Fitness The Illinois School Code requires that all adults in schools must be physically healthy. The Code [105 ILCS 5/24] reads as follows: “Employee” means any employee of a school district, a student teacher, an employee of a contractor that provides services to students or in schools, or any other individual subject to the requirements.” Practicum students must also meet this requirement. “School boards shall require of new employees’ evidence of physical fitness to perform duties assigned and freedom from communicable disease. Such evidence shall consist of a physical examination by a physician licensed in Illinois or any other state to practice medicine
18 / Secondary Education MAT Handbook
and surgery in all of its branches, an advanced practice nurse who has a written collaborative agreement with a collaborating physician that authorizes the advanced practice nurse to perform health examinations, or by a physician assistant who has been delegated the authority to perform health examinations by his or her supervising physician not more than 90 days preceding time of presentation to the boards, and the cost of such examination shall rest with the employee.” Policy Regarding Grades of “C” or Lower in Practicum Courses Candidates who receive a grade of “C” in Practicum I or II will not be permitted to enroll in advanced coursework or field experiences. Candidates must contact the Secondary Education Program Chair to determine their future in the MAT Program. Candidates will meet with their Program Chair and course instructor to determine a plan of action; this may require re-taking the Practicum course or receiving a support plan stipulating actions for future success in the program. The Illinois Board of Education (ISBE) does not accept grades of “D” or “F” in any classes required for the teaching license. A grade of “D” or “F” indicates that a candidate cannot continue in the MAT program without a review and support plan meeting. This decision is communicated to the academic advisor and all Secondary Education program faculty, the Dean’s office, and the Registrar’s Office. Policy Regarding Grades of “C” or Lower in Methods Courses If a grade of ‘C’ or lower is received in any methods class, candidates are required to schedule a meeting with the Program Chair. Candidates may invite any instructors who can contribute information to the record in order to provide evidence that candidates are ready to student teach. Evidence can also be provided from other methods classes. Candidates may be required to retake a methods class with a grade of ‘C” before continuing in the program. As previously noted, grades of ‘D or F’ in coursework will not be accepted by ISBE and must be retaken prior to moving forward in the program. If admission to student teaching is denied, a student may petition the NCE Academic Policies Committee. Re-Entry and Re-Admission Policy It is the policy of National Louis University that students who have not registered for a course at NLU for more than one calendar year, but less than five calendar years, will be required to submit a re-entry form to the Office of the Registrar prior to registering for classes. If a student has not registered for a course at NLU for more than five years, they are required to apply for readmission. Forms can be found at https://nl.edu/student-services/office-of-the- registrar/forms/.
Additionally, students seeking to re-enter a traditional MAT program who have 2 or 3 terms remaining until completion of licensure requirements must receive permission to re-enter.
19 / Secondary Education MAT Handbook
Permission must be granted by the Program Chair and School Director. The following factors will be considered in determining eligibility for re-entry: • Student’s GPA • Circumstances surrounding stopping out, including level of success in prior field experiences • Length of the stop out and subsequent experience(s) in the field • Changes in ISBE licensure requirements • Remaining program requirements to be completed
NOTE: A passing score on the appropriate content test is required for re-entry into any MAT program at NLU.
Consistent with the existing re-entry policy, students will be subject to the degree requirements in effect at the time of re-entry.
Exception to MAT Policies All requests for exceptions to Secondary Education MAT program policies are to be submitted in writing to the Secondary Education Program Chair at bdillard1@nl.edu.
NCE Academic Policy Committee The purpose of the NCE Academic Policy Committee is to consider student petitions regarding, but not limited to, the following NLU/NCE policies:
• Admission to graduate study • Retention in graduate study • Extension of time limitation to complete degree • Core course waivers • Acceptance of more than nine hours prior to admission • Transfer of credit beyond six hours • Acceptance of extension or workshop credit beyond the maximum • Grade appeals
The Committee is composed of representatives of the NCE faculty. Currently, it meets on the fourth Wednesday of each month during the academic year. The Committee also meets during the summer quarter to address students’ requests for exceptions to policies. Online petitions must be received by the Chair of the Committee at least two weeks in advance of the meeting so that there is time to distribute materials to members of the Committee. Students must consult with their assigned academic advisor in order to begin the appeal process. Academic advisors
20 / Secondary Education MAT Handbook
must approve the petition before it is submitted to the NCE Academic Policies Committee. All information and documentation related to the petition must accompany the petition. Advisors have the link to the online Student Petition to the NCE Academic Policies Committee. The petition is also available online at https://nl.edu/national-college-of-education/nce-petitions/. As stated earlier, teacher candidates have six years from the time of the first course taken towards the MAT degree to complete the degree. Candidates who exceed this time frame will need to apply to the Academic Policies Committee for an extension of the timeline. In addition, candidates will be responsible for any new or updated requirements of the MAT program. If a petition is denied, students have the right to appeal the Committee’s decision to the Provost’s Office. An appeal to the Provost’s Office is not considered a re-hearing of the petition. The purpose of the appeal is only to review due process. Diplomas and Graduation While candidates are integrating theory and practice, learning to teach, and preparing to enter the MAT Secondary Education teaching profession, there are some other tasks they need to attend to regarding NLU graduation and issuance of a diploma. All candidates must apply to graduate and receive their diplomas. Diploma applications are available at the registrar’s site at https://nl.edu/student- services/office-of-the-registrar/. This process should be started in the term preceding student teaching to allow time for completing any graduation requirements that are shown to be missing in the Degree Audit. There are four diploma dates each year: Fall, December 31; Winter, April 15; Spring, July 15; and Summer, September 15. Commencement ceremonies are held once a year in June. Candidates are eligible to participate in the ceremony if they have completed their programs the previous fall quarter, winter quarter, spring quarter, or will complete all degree requirements by the end of summer quarter. Candidates should contact the registrar’s website (https://nl.edu/student-services/office-of- the-registrar/) for more information concerning their participation in the commencement ceremony. Participation in the commencement ceremony does not confirm graduation. Graduation is dependent upon completion of all degree requirements. Concerns with Your MAT Program? Concerns regarding the quality of your MAT program or fairness of policies should be discussed with your academic advisor. If the concern remains unresolved and/or has far reaching effects, contact Dr. Jamillah Gilbert, Director of Teacher Preparation, directly (jgilbert11@nl.edu).
21 / Secondary Education MAT Handbook
Course of Study Term Course No.
Course Title
SH
Variable
RLP 540**
Teaching Content Area Literacy at the Middle and Secondary Level Human Learning and Development in Instructional Contexts Introduction to Exceptional Children and Adolescents/Special Education Methods and Materials for Teaching English as a Second Language
3
LSE 511** SPE 500
2 3
CIL 505
3
Winter/Spring
SEC 502 EDUC 510
Introduction to Teaching at the Secondary Level
3
Social Justice Perspective: History and Philosophy of American Education 2
Fall
SEC 502 SEC 512 SEC 514 SEC 516 SEC 518 SEC 522
Methods of Teaching Biology at the Secondary Level Methods of Teaching Language Arts/English at the Secondary Level Methods of Teaching Mathematics at the Secondary Level Methods of Teaching Physical Science at the Secondary Level Methods of Teaching Social Studies at the Secondary Level Methods of Teaching Classical Languages at the Secondary Level Methods of Teaching World Languages at the Secondary Level Practicum in Teaching at the K-12 and Secondary Level Student Teaching Secondary School Language Arts/English Student Teaching Secondary School Mathematics Student Teaching Secondary School Physical Science Student Teaching Secondary School Social Studies Student Teaching K-12: Classical or World Languages Student Teaching Secondary School Biology
3 3 3 3 3 3 3 3 6 6 6 6 6 6
SEC 524
SEC 581 A-F
Winter
SEC 590A SEC 590B SEC 590C SEC 590D SEC 590E SEC 590F
*For courses SEC 510 - 524 and SEC 590 A – F, each student will choose a content area and take the corresponding course with the appropriate course number ONLY. These second-term courses may change campus locations and day of the week for some candidates. Since methods instructors are often practicing teachers, time restrictions, school district commitments, and or travel times are considered when selecting a location. **Students may register for these courses before admission. They must be completed prior to student teaching. To complete the M.A.T. degree, students must decide on a particular program area and complete 2 courses from that program area within 6 years of completing the first course in the M.A.T. program. Electives must be within one program area only - e.g. Special Education.
22 / Secondary Education MAT Handbook
Descriptions of Courses Required for Licensure LSE 511 Human Learning and Development in Instructional Contexts
Candidates learn information from evidence-based foundational psychological theories and research that address human development and how people learn and apply this knowledge to the design of teaching and learning experiences in P-12 classrooms. Cognitive and social-emotional development and learning processes of P-12 learners are examined. Candidates learn how to use high-leverage practices and habits of mind that promote ongoing learning and mental health in schools and acquire skills in creating safe, supportive and productive classroom climates. (2 semester hours) RLP 540 Teaching Content Area Literacy at the Middle and Secondary Level This course focuses on the development of reading in the middle and secondary grades, particularly on the reading to learn from expository text materials, digital texts and other media. Teaching methods that develop strategic reading and writing of informational texts and the assimilation and accommodation of new ideas will be explored. Candidates will learn what methods middle and secondary schools can be incorporated to provide reading and writing instruction across the curriculum as articulated in the Common Core State Standards for Interdisciplinary Literacy, Grades 5-12. Prerequisite(s): None. Corequisite(s): None. (3 semester hours) CIL 505 Methods and Materials for Teaching English as a Second Language This course prepares candidates in methodology for teaching language and content to English Language Learners. Candidates examine and apply conceptual and pedagogical tools for teaching English as a second language based on theories of second language acquisition, pedagogy, and methodology. Candidates explore how to use these tools to create effective language and content instruction that is differentiated according to language proficiency. Additionally, relevant national, state, and local language and content standards and assessments are discussed in relation to teaching ESL. Appropriate selection and evaluation of books, multimedia, and technology is also discussed. Assigned course requirements include the completion of 20 clinical/observation hours. Prerequisite(s): None. Corequisite(s): None. (3 semester hours) SPE 500 Introduction to and Methods of Teaching Students with Disabilities This course focuses on characteristics, identification, and initial methods of instruction for cross-categorical P-21 students who receive special education services. Emphasis is on historical, philosophical, psychological, legal and pedagogical implications and issues pertaining to P-21 special education. Candidates develop and implement inclusive, differentiated curricular design, planning and instructional methods for P-21 students with high- and low-incidence disabilities based upon consideration of the impact that disabilities have on how students differ in approaches to learning. Candidates learn how to provide inclusive instructional opportunities
23 / Secondary Education MAT Handbook
Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55Powered by FlippingBook