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.] Special Education
CANDIDATE HANDBOOK
2025-26 Edition Grades K-22
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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 Special Education MAT Faculty Team Program Chair, Dr. Kathleen Kotel
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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 Special Education .......... 10 Office of Admissions & Records.................................................................... 10 Timeline to Completion................................................................................... 11 Key Assessments Required for Completion of Your MAT Program ................... 11 General Student Information............................................................................. 12 Credit By Examination ................................................................................... 12 Delivery of the Program ................................................................................. 13 Virtual Courses and Zoom Sessions .............................................................. 13 School Safety Module .................................................................................... 14 Content Area Test.......................................................................................... 14 The Year-Long Internship Program ............................................................... 14 Disposition Assessment ................................................................................ 15 Academic Advising ........................................................................................ 15 Student Guidebook ........................................................................................ 15 NLU Library .................................................................................................... 15 Learning Support ........................................................................................... 15 Center for Student Accessibility Resources (CSAR) ..................................... 16 Technology and Tech Use .............................................................................. 16 Textbooks ...................................................................................................... 16 Program Policies ................................................................................................17
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4 / MAT Special Education 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 Preparing for Your Special Education Field Experiences .....................................23 Pre-Clinical Experiences ...................................................................................23 Pre-Student Teaching Experience Hours ......................................................23 Competency Appraisals ................................................................................... 24 Student Teaching Prerequisites....................................................................... 24 Student Teaching Field Experience ..................................................................26 SPE 592c: Important information ..................................................................26 Substitute Teaching During SPE 592c ...........................................................26 Attendance Policy during SPE 592c...............................................................26 Student Teaching Seminar Course: SPE 592c ............................................... 27 Evaluating Student Teaching Performance................................................... 27 Guidelines for Submitting a Field Placement Application .................................28 Licensure ..............................................................................................................28 Application for Licensure..................................................................................28 The Application .............................................................................................. 28 Illinois Licensure Tests......................................................................................29 APPENDIX A - Responsibility & Support Plans (RaS) Plans...................................30
APPENDIX B - Dispositions Assessment...............................................................34 APPENDIX C – Office of Field Experience..............................................................39 Guidelines for Submitting a Field Placement Application.................................... 40 Before You Start the Field Placement Application........................................... 40 NLU E-mail .................................................................................................... 40 Supporting Documents ................................................................................. 40 Application Deadlines ................................................................................... 40 To Access the MAT Field Placement Application: ........................................... 40 Frequently Asked Questions ............................................................................. 41 Placement Policies ............................................................................................43 Calendar Dates for Field Placements ............................................................... 44 Calendar for Field Experiences 2025-2026 .................................................. 44 Sonia..................................................................................................................45 NCE MAT Teacher Preparation Program Checklist ...........................................47 Criminal Background Checks, TB Tests, Mandated Reporting, Health Insurance.48 Criminal Background Check ..............................................................................48 TB (Tuberculosis) TEST.....................................................................................49 MANDATED REPORTER ......................................................................................49 HEALTH INSURANCE .........................................................................................50 Accurate Biometrics Application.......................................................................... 51
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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 MAT Special Education Faculty Team
Dr. Kathleen Kotel Dr. Jimmy Caldwell Dr. Shannon Hammond Dr. Mitchell Michalik Dr. Julie Sidarous Dr. Donna Wakefield
Program Chair; Faculty
NA NA NA NA NA NA NA NA NA
kathleen.kotel@nl.edu jcaldwell9@nl.edu shammond2@nl.edu mmichalik1@nl.edu jsidarous@nl.edu DWakefield@nl.edu
Faculty Faculty Faculty Faculty Faculty Faculty Faculty Faculty
Dr. Sadia Warsi Dr. Xiuwen Wu Dr. Virginia Zeitlin
SWarsi@nl.edu XWu@nl.edu vzeitlin@nl.edu
Your Office of Field Experiences (OFE) Team
Lisa Mozer
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 Associate Director of Advising, ext. 4227 Graduate Academic Advisor Senior Graduate Academic Advisor Assistant Director of Advising
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 Special Education Advisors
Leah Ott
888-658-8632 lott@nl.edu
Liz Botica
630-874-4234 ebotica1@nl.edu 312-261-3113 manderson80@nl.edu
Maria Anderson
Emma Niendorf
312-261-3481
eniendorf1@nl.edu
Click here for NLU MAT Program Information & Student Resources.
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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
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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.
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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.
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General Program Information
Program-Level Outcomes Associated with a MAT in Special 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 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
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candidates wish to withdraw from a class, all withdraws must be in writing. Contact your academic advisor for assistance when requesting a withdrawal.
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 Following are the Key Assessments required for completion of the MAT Special Education Program.
Assessment
When Taken
Proficiency Requirement Score of 240 or higher Required for licensure 2.5 or higher
Description
ILTS 290 Content Test * A passing score of 240 is required for licensure Educational & Diagnostic Case Study
A score of 220* and verification of the score is required prior to Practicum II
Multiple Choice content test.
SPE 501
From a set of multiple data points, students author a psychoeducational report that synthesizes assessment results, addresses issues of eligibility for special education, and provides learning goals and objectives, accommodations, and supports. Candidates conduct an interview with either a person with a disability, family member, friend, or professional. This assessment helps candidates understand the lived experiences of people with disabilities and their families and apply that understanding to informed educational practices and advocacy. It introduces concepts from Disability Studies, ethics, and qualitative research, encouraging candidates to analyze interview data through historical, legal, social, cultural, and ethical lenses.
Disability Interview
SPE 506
2.5 or higher
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Plan, Teach and Analyze
SPE 576
2.5 or higher
This assessment focuses on planning and implementing 3–5 consecutive lessons. After gathering culturally relevant information and baseline data on a focus learner, candidates will develop a learning goal aligned with the learner’s IEP. Lessons will progressively build toward this goal, incorporating innovative strategies and supports.
Teacher Preparation Lesson Plan
SPE 523
2.0 or higher 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 opening, instructional delivery and closing of the lesson .
Dispositions Assessment
SPE 572 and SPE 576
2.8 or higher
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 Performance evaluation completed by the mentor teacher and the university supervisor during the student teaching experience. Performance evaluation completed by the mentor teacher and the university supervisor during the student teaching experience.
Competency Appraisal
SPE 592c Student Teaching SPE 592c Student Teaching
2.5 or higher
Technology
2.5 or higher
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
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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 Special Education. The Professional Educator License [PEL] earned in Illinois is a Grades K-22 endorsement on the PEL. • The MAT program in Special Education Education is offered in various formats: • Online (asynchronous or synchronous Zoom sessions) • In-person on campus As part of their programming: 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. Students 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.
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.
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• 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 Special Education MAT candidates must have a passing score of 240 on the 290 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 hirer on their Content Test, and they will not qualify for a PEL without a passing score of 240 or higher.
Please refer to http://www.il.nesinc.com/ for testing information.
The Year-Long Internship Program The Master of Arts in Teaching Year-Long Internship Program is designed so that school-based faculty can work more directly with NCE/NLU interns in K-22 classrooms. Candidates enrolled in the MAT Year-Long Internship Program are hired by individual school districts as teaching assistants for the school year. While working in the classroom, interns complete their Practicum II observation hours and Student Teaching assignment. (The base salary and benefits are varied and determined by the individual school districts. The student teaching term is unpaid.) This program provides experience in a classroom for a full year, leading to increased understanding of the multiple roles of teachers and the socio-emotional and academic needs of children. Contact Lisa Mozer ( lisa.mozer@nl.edu) , Director of the Office of Field Experiences, for more information about this program.
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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 Special Education MAT program in the following courses: SPE 572 and SPE 576. 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. 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.
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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. 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.
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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.”
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.
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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 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.”
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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 Special 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 Special 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. 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
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• 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 Special Education MAT program policies are to be submitted in writing to the Special Education Program Chair at Kathleen.kotel@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 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
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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 Special 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 / MAT Special Education Handbook
Course of Study
Course of Study: Master of Arts in Teaching – Special Education
Course Number Title
SH Field
Hours
Degree Core Courses EPS 511
Human Development & Learning in Instructional Contexts
2
FND 510
Social Justice Perspectives on the History & Philosophy of American Education 2
Program Course Requirements SPE 500
Introduction to and Methods of Teaching Students with Disabilities Educational and Diagnostic Assessment in Special Education
3 3
15 10
SPE 501 SPE 502 SPE 506 SPE 507 SPE 508 SPE 509 SPE 523 SPE 572 SPE 573 SPE 576 SPE 592c
Language Development, Differences, and Challenges in Children and Adolescents 3 10
Framework, Perspectives, and Collaboration in Special Education
3 3 3 3 3 3
10 10 10 10 10
Methods of Social/Emotional Support
Contemporary Literacy Methods for Students with Disabilities Foundational Literacy Instruction for Students with Disabilities Methods and Content in Mathematics for Students with Disabilities Practicum I: Roles, Responsibilities and Practices of the Special Education Educator Methods to Support Students with Significant Disabilities
20
3
Practicum II: Curricular Content Strategies for the Inclusive Classroom 3
20
Practicum III: Student Teaching in Special Education
5
10 Weeks
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Preparing for Your Special Education Field Experiences
It's important for teacher candidates to know what is expected of them before they begin their clinical experiences because it provides clarity, fosters growth, and ultimately prepares you for a successful career in teaching.
TO DO ASAP:
1. Criminal Background Check 2. TB Test 3. Mandated Reporting Training
NLU requires all candidates in programs that include time spent in an Illinois school to have an Illinois State Police criminal background fingerprint check, a TB test, and a Certificate of Completion with the Department of Children and Family Services Mandated Reporter Training. Only teacher candidates with a) “no record,” b) a negative TB test, and c) a Certificate of Completion may be placed in a school. Refer to the Office of Field Experience Information Guide (Appendix C) for specific details and instructions regarding the 1. Criminal Background Check, 2. TB Test, and 3. Mandated Reporter Training The Special Education M.A.T. Program requires that a minimum of 125 clock hours of observation and/or Internship experiences to be completed prior to Student Teaching. These classroom observations are designed to provide candidates with opportunities to develop and refine teaching skills. Most instructors require additional assignments related to these field experiences. Focusing observations on effective teaching strategies and taking thorough notes will enable the candidate to connect the field experiences to the topics of study within the course. Notes: • We incorporate observation hours into specific courses that are required for licensure in Special Education. See the Course of Study chart above for courses requiring field experience hours. Pre-Clinical Experiences Pre-Student Teaching Experience Hours
23 / MAT Special Education Handbook
• Some schools will require a letter requesting permission to observe. This letter will be provided to you upon request. • When observing at various schools, candidates should remember they are guests in the school. Accordingly, candidates should: o Arrive at the scheduled time and check in at the front office o Observe dress codes and bring identification (Most schools require a driver’s license or state I.D.) o Bring copies of the criminal background check and TB test results, or have an electronic copy available. After completing field hours at a school for SPE 500, 572 &576, candidates will record these hours electronically in SONIA . Specific directions about uploading the observations will be provided during your SPE 500, SPE 572 and SPE 576 courses.
It is essential candidates complete their 125 field hours prior to the completion SPE 576 PII. Completion of these hours is a PREREQUISITE to Student Teaching.
Please reference the OFE insert for all forms that need completion.
Competency Appraisals National College of Education is committed to assessing candidate performance on the basis of competence aligned to the Interstate Teacher Assessment and Support Consortium (InTASC) standards (SPE also adds CEC Standards). The Competency Appraisal is a tool used to assess the progress of the teacher candidate during student teaching. The cooperating teacher, the teacher candidate, and the university supervisor each complete a competency appraisal related to the teacher candidate’s performance in the classroom. These Competency Appraisals offer formative data for mid-course corrections and inform seminar instructors as they determine the final and official course grade. The Special Education Competency Appraisal can be found on the Special Education Student Materials Page: https://nl.edu/national-college-of-education/current-students/program- handbooks-and-materials/spe-materials/ Student Teaching Prerequisites The following requirements must be met before a teacher candidate is eligible to begin the PII/Student Teaching Field Experience:
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1. COURSEWORK - All required Special Education coursework must be completed before enrollment in SPE 576 PII and SPE 592c Student Teaching. 2. TRANSCRIPTS – Please note that students are required to submit undergraduate and graduate transcripts as part of the student teaching application process. Photocopies are acceptable. 3. GRADES - Any candidate who receives a grade below a “B” and/or demonstrates a lack of readiness in any methods course or practicum course shall automatically be delayed from beginning SPE 576 PII and SPE 592c Student Teaching assignment. As much as possible, instructors will keep candidates informed of their status; however, late and/or incomplete work may prevent this. An appeal of a grade must be initiated within 15 days of notification of the grade. Review NLU policies regarding appeals in the Student Handbook. Effect On Student Teaching Placement . If a candidate receives an “I” grade in any class leading to licensure, an in-progress report will be completed by the instructor and sent to the Registrar, the Special Education Program Chair, and the Director of Teacher Preparation. The instructor will also inform the candidate and the Office of Field Experiences (OFE) as to what the candidate needs to do in order to change the grade to a B or better and establish the deadline for the candidate to complete the process. If the work is not completed by the deadline decided upon, the candidate’s placement will be delayed. Once work has been completed and the instructor has issued a grade, the candidate must ask the instructor to inform the OFE that he or she has earned a grade of B or better. This information must be submitted to the OFE before OFE will continue with the processing of the application to schools for Student Teaching. The MAT Student Teaching placement will be delayed until the quarter after necessary courses have been retaken and grades of B or better have been earned. A candidate completing all coursework except Student Teaching by the spring quarter would Student Teach in the fall as this experience is not available during the summer quarter. (Note: All Student Teaching placements are dependent on availability.) Candidate Support And Remediation . Each candidate shall have the benefit of a case conference composed of the Special Education faculty and any instructors who may contribute information to the record. The instructor along with the appropriate program faculty will set goals with the candidate and determine steps to be taken to achieve those goals. The candidate will repeat any required coursework during the quarter when Student Teaching would have taken place. Appeals. Candidates who are denied admission to SPE 576 PII and SPE 592c Student Teaching, may petition the NCE Academic Policies Committee to appeal the decision. The appeal must be submitted within the timeline explained in the National Louis University Student Handbook. 4. MINI-INTERVIEWS with school personnel responsible for the SPE 592c Student Teaching placement may be required before final placements are assigned.
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