Digital viewbook for international students looking to study on a F-1 visa at National Louis University in Chicago Illinois
NATIONAL COLLEGE OF EDUCATION AT NATIONAL LOUIS UNIVERSITY
Master of Arts in Teaching [M.A.T.] Early Childhood Education Accelerate Program
Candidate Handbook 2024-2025
Dear Accelerated Students, Congratulations on your decision to pursue a teaching degree and license through the National College of Education at NLU in the MAT Accelerated program The ECE accelerated program is a one-year, online residency pathway that leads to a master’s degree and a professional educator license. 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 are thinking about their students, the families they serve, the content they teach and are always looking for ways to engage their students so learning happens. Great teachers are good communicators and have the ability to share sensitive or difficult information in a respectful way. These characteristics of good teachers 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. You are adult learners with full time jobs, families, and other obligations. So be sure that you can commit to graduate education and balance your other responsibilities. With the exception of emergencies that arise, there will be times that you will need to decide to do coursework rather than a more preferred activity. And you might find it helpful to build a support network through family and friends so you can meet program responsibilities. Your faculty are committed to your growth and development in this program. Here are some things you should expect: 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. You will need to 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. Support from the faculty if you are not meeting course expectations or struggling in the field. Instructors are concerned with your learning as what you learn will have direct application to your work as a teacher in the field. You are encouraged to communicate with your instructors about issues that may be keeping you from performing at expectation, questions or concerns you have with the content, organization of the class or the assignments. They will, however, hold you to high standards. 4. To 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. State licensure requires maintaining a 2.75 GPA and earning a “B” or better in all methods courses. The State will not accept grades below “C-” on any course required for licensure. There is a required Illinois Content Exam that you must pass in order to move into Practicum II. Start the test preparation early in your program. We wish the very best as you embark on this journey with us and we are here to support,
encourage and prepare you for the very best profession in the field. Welcome to Graduate School. The Early Childhood MAT Faculty Co-Chairs: Dr. Xiaoli Wen & Dr. Ayn Keneman
Program Contact
National College of Education Carolyn Theard-Griggs Dean
312.261.3725
ctheardgriggs@nl.edu
Kristi Stricker
Associate Dean
312.261.3899
kstricker2@nl.edu
Director, Teacher Preparation
Jamillah Gilbert
312.261.3220
jgilbert11@nl.edu
Full Time Faculty & Advisors Dr. Ayn Keneman
Program Co-Chair
224-233-2040
akeneman@nl.edu
Dr. Xiaoli Wen
Program Co-Chair
312-261-3160
Xiaoli.wen@nl.edu
Dr. Bilge Cerezci
Faculty
312-261-3591
bcerezci@nl.edu
Dr. Leslie Katch
ECA TFA
312-261-3128 312-261-3144 312-261-3468 312.261.3239
Leslie.Katch@nl.edu
Mr. Lee Tate
ltate1@nl.edu
Dr. Emily Hoffman
Faculty
ehoffman11@nl.edu chuntley@nl.edu bcallahan3@nl.edu
Claire Huntley
Academic Advisor
Brigid Callahan
Executive Director of Student Finance
312.261.3294
Office of Field Experiences Lisa Mozer
Executive Director, Field Experience & PK-12 Partnerships
847-947-5025
lisa.mozer@nl.edu
Erin Tatel Stein
Field Experience Manager 847-947-5518
estein4@nl.edu
Nicole Enger
Field Experience Specialist 630-874-4197
nenger@nl.edu
Callie Harris
Field Experience Operations
312-261-3973
charris64@nl.edu
Stephanie Harper
Field Experience Manager 630-874-4405
sharper3@nl.edu
Brian Morris
Associate Director, Field Supervision, Residencies & DEI Strategy
847-947-5546
bmorris8@nl.edu
Melinda Orzoff (adjunct) Field Experience Support
morzoff1@nl.edu
Maureen Rich (adjunct)
Field Supervisor Coordinator
847-947-5464
maureen.rich@nl.edu
Table of Contents
Welcome ................................................................................................................................. 1 NCE Conceptual Framework ...................................................................................................6 NCE Mission/Vision Statement ................................................................................................6 Teacher Preparation Priorities ................................................................................................ 7 Program Overview ................................................................................................................ 7 Course Schedule.....................................................................................................................8 Mentoring and Field Experience ..............................................................................................8 Professional Dispositions ........................................................................................................9 Admission Requirements ....................................................................................................... 10 Content Test .......................................................................................................................... 10 Grading Policies ....................................................................................................................11 General Information ........................................................................................................... 12 Acknowledgement of Content Test Deadlines.................................................................. 16 Mentor Teacher Letter........................................................................................................ 17 Teacher Performance Assessments ................................................................................. 19 Teacher Candidate Support Plans ..................................................................................... 23
Master of Arts in Early Childhood Education We are pleased that you have decided to pursue your graduate studies with us. The purpose of the Master of Arts in Teaching ECE Program Handbook is to outline the university courses, policies, procedures, and services related to the ECE program leading to initial teacher licensure. The faculty of National College of Education is committed to providing a rich set of experiences that will assist candidates in becoming successful teachers. We expect this handbook to be used in conjunction with information from the university faculty, academic advisors, the Graduate Catalog, and the Student Guidebook to guide teacher candidates and to make the journey through National Louis University and National College of Education valuable and memorable . The focus of the Early Childhood MAT program is on the preparation of prospective teachers who will provide learning opportunities from birth to Grade 2 with concern for them as human beings and for their unique learning styles. We want our candidates to examine learning and learners in a way that will inform instructional practices. As a result, we believe that the teachers who graduate from this program will have the tools to effect positive change, making an impact on all future diverse learners in Illinois and beyond.
National College of Education
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 twenty-nine 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 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. Conceptual Framework: 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 Teacher Preparation Priorities: At the completion of the MAT ECE 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 21 st 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 positive role models and reflective practitioners, which reflect principles of equity and social justice • Understand legal and ethical expectations of school professionals • Work collaboratively with school colleagues, parents/families and the community to support students and their learning
ECE Accelerated Program
Program Overview:
• One-year, online accelerated program leading to a professional educator license (PEL) and a master’s degree; graduation by June 2025. • 35 semester hours: 8 online courses and one-year seminar through zoom. • Four terms: summer (6 weeks), fall, winter, and spring (10 weeks). • Field supervision: meetings, video coaching, onsite visiting when possible.
• Onsite mentor: the mentor must hold a PEL, an ECE Level 5 Credential, and have at three years of experience at the candidate’s current teaching site. • Academic advising + success coach for content test support. • Student teaching takes place in your own classroom (if you work with infants and toddlers, you will have to switch to a Pre-K or Kindergarten classroom during student teaching term. Please coordinate with your program director ahead). Course Schedule:
Course Number
Title
SH
Preclinical Hours
Summer 2024 (July – August; 6 weeks)
ECE 504 ECE 503
Human Development: Infancy and Childhood
3 3
Teaching and Learning in ECE Settings: LA, SS, Art, Music and Movement
Fall 2024 (September – November; 10 weeks)
ECE 522 ECE 523 ECE 588 RLP 537 SPE 500 ECE 588
Foundations of Emergent Literacy
3 3 2 3 3 3
Historical and Philosophical Foundation of ECE
Seminar
Winter 2025 (January – March; 10 weeks)
Early Literacy Methods- PreK through 3 rd Grade Intro and Methods of Teaching Students w/ Disabilities
Seminar
* Strongly recommend to pass by Dec 31, 2024; first attempt of the test has to be made by Dec 1, 2024. Spring 2025 (April – June; 10 weeks)
ECE 510 ECE 507 ECE 588
Child, Family, and Community
3 3 6
Science and Math Teaching Methods
Seminar
Total Hours to Licensure
35
Onsite Mentoring: It is students’ responsibility to secure an onsite mentor who works as a senior colleague of yours. The mentor’s qualification and responsibilities are articulated in the mentor letter in appendix. The mentor teacher needs to hold a PEL, an ECE level 5 Credential and has 3 years of experience at the candidate’s current teaching site; has received a minimum of “proficient” rating in his/her most recent performance evaluation. Please make sure to distribute the letter to your mentor teacher. A mentor teacher’s eligibility will be verified before the candidate starts the program. Field Practice and Supervision: A field supervisor will be assigned by the National College of Education Office of Field Experiences (OFE) that is responsible for the oversight of all Student Teaching/Practicum candidate collaborations with area schools and school districts. The Office of Field Experiences placement staff look to carefully place each student in a school environment that is enriching, diverse, and supportive. Although the program students will be working at their own sites, the site qualifications will be verified before the candidates start the program, per state regulation requirements.
The field supervision in the ECE accelerated program is linked to the year-long seminar (ECE588).
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.
The code of ethics for the Education Profession can be found at: https://www.nea.org/resource-library/code-ethics-educators
Additionally, teacher candidates are assessed on the National College of Education Candidate Dispositions assessment during the program. The National College of Education’s Candidate Dispositions assessment aims to help nurture NCE candidates’ growth in professional dispositions as they relate to professional standards. Below are the eight disposition characteristics that teacher candidates are assessed on during their Practicum and Student Teaching courses in the program. Teacher candidates are encouraged to be mindful of these characteristics as they begin their program and professional teaching journey. Collaboration: ability to work together; exchange ideas; share in the learning process; respect different perspectives; build consensus by communicating efficiently and effectively Honesty/Integrity: ability to demonstrate truthfulness to oneself and to others; demonstrate trustworthiness Respect: ability to honor, value, and demonstrate consideration and regard for others Reverence for Teaching and Learning: Ability to demonstrate respect and seriousness of intent to acquire knowledge and pedagogical skills
Emotional Maturity: ability to adjust one’s emotional state to suitable level of intensity in order to remain engaged with one’s surroundings Reflection: ability to review, analyze, and evaluate the success of past decisions in an effort to make better decisions in the future Flexibility: ability to demonstrate willingness to accept and adapt to change 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: • Help students construct their own knowledge • Understand the contextual nature of learning • Collaborate with students, teachers, administrators, parents, policymakers and the community at large • Engage in inquiry • Assess, reflect on, and critique their own knowledge, practice, school and society Admission Requirements: 1. Baccalaureate degree from a Regionally Accredited Institution. 2. Three professional or academic references (this requirement is waived for applicants with a GPA of 3.0 or higher). 3. Candidates must either be current teachers with at least three years of full-time teaching experience with children aged 0-8, at their current site or multiple sites. 4. Candidates hold at least the Gateway for Opportunity ECE Credential Level 4 or the equivalent. 5. Accelerated candidates complete the student teaching requirement in their current place of employment. Before the candidate begin the program, the licensure officer needs to verify that the site and the mentor meet ISBE requirements. Delivery of the Program: The ECE accelerated program is delivered fully online. Synchronous seminar coursework requires candidates join scheduled Zoom sessions. Asynchronous coursework is designed with weekly learning modules that guide and engage candidates toward the goals and required outcomes of the course content. An online course schedule is available to help candidates see the times/days classes meet throughout the year. 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. Required Content Area Testing: • Integrate theory and practice All ECE MAT candidates must have a passing score on the #206 content exam before graduation in order to receive a PRIOR to beginning the 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 the content test has been passed. Please refer to http://www.il.nesinc.com/ for testing information. For the accelerated program students, the first attempt of taking the content test has to happen before December 1, 2024. According to a new state policy, candidates are allowed to move into
student teaching if the candidates achieved at least 220 points on the test (240 points is the passing cutoff) before student teaching in spring 2025. However, candidates must pass the content test in order to receive a teaching license. Grade Policies: Policy Regarding Grades of C or Lower in Practicum Courses (i.e., ECE588): 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 ECE 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. A grade of ‘D or F’ indicates that a candidate cannot continue in the Early Childhood Education MAT program without a review and support plan meeting. The Illinois Board of Education (ISBE) does not accept grades of D or F in any classes required for the teaching license. This decision is communicated to the academic advisor and all ECE 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 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 ECE 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. Please note that I grade is usually only granted in special situations (please refer to student handbook). 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. Program Assessment: All candidates will be assessed on their professional dispositions and field practices during the practicum seminars. Please refer to the appendix for the details on program assessment.
General Information
Academic Advising: Academic advising is an important facet for successfully completing the Early Childhood Education MAT program . Candidates can contact the Academic Advising Center at graduate.advisor@nl.edu or 1-800-443-5522, ext. 5900. Once candidates have been admitted, they will be assigned an academic advisor from the Academic Advising Center. Advising can be provided concerning:
• Planning program schedules • Selecting and registering classes • Additional endorsements (ELL, Content Fields, SPE) • ISBE Licensure Tests
• Graduation requirements • Licensure requirements
Student Guidebook: A cademic, 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/. University policies (registration, withdrawals, email, etc.) can be found in the NLU 2020 – 2021 Undergraduate and Graduate Catalog , which is available online at NLU Online Catalog. The Office of Admissions & 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. NLU Library and Learning Support: There is a library branch on each NLU campus. Many resources are also available for NLU students online at www.nl.edu/library. Hours at each campus vary and can be found at the Library tab on the NLU homepage. Learning Support offers a variety of services designed specifically to address students' needs – learning assistance and tutoring in-person and online; test preparation workshops; in-class presentations; workshops on a variety of topics; initial assessment of students' academic skills; plus various other forms of assistance including accommodations for students who have special academic needs. Technology and Student Email Accounts:
NLU maintains a website at www.nl.edu. Information for registering, logging on, account names, etc. should be accessed through the NLU portal at http://my.nl.edu.
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. Students can also access course home pages for all of the classes in which they are enrolled through the Desire to Learn site at https://d2l.nl.edu/. Every registered student at NLU has a university supplied email account that can be accessed through any internet connection. Student email stations are conveniently located at each campus. 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 materials. Textbooks are available on-line through the Virtual Bookstore at: https://nl.textbookx.com/institutional/index.php. Starting class with the required texts is important, so make sure to order books and/or materials early. The required textbook information will be available several weeks before the course starts, and information can be found on the NLU virtual bookstore website. Illinois Licensure Tests: All Illinois licensure candidates need to pass several tests in order to be eligible for an initial Professional Educator License. It is the candidate’s responsibility to register for these tests and to make sure the tests are taken at the appropriate time in the MAT program. A passing score on the ECE Content Test 206 is required and must be on file with NLU before the first day of ECE Practicum II . If a passing test score is not on file, the Practicum II/Student Teaching placement will be postponed. Contact the Illinois Licensure Testing System (ILTS) at (800) 239-8107 or go to http://www.il.nesinc.com/ for more information including study guides and registration and test dates. The required test is: Application for Licensure: The National College of Education’s Early Childhood Education program is designed to meet educational requirements to obtain licensure and/or certification in Illinois. The program curriculum may meet requirements of other states. NLU has not determined which other states may meet requirements. For more information on state licensure and certification information please visit NLU’s Public Disclosures page. The application for the initial Professional Educator License is completed during the student teaching term. Candidates need to have official transcripts on file at NLU documenting all general education requirements and all professional education requirements. The applications are submitted online to the Licensure Office via the candidates’ NLU Portal account. Complete the “Request for Professional Educator License, Endorsement or Approval” electronic form at the Student Services tab. For a full
description of the licensure process, please use the link http://www.nl.edu/t4/certifications/certificationform/. Upon receipt of the applications, the Licensure Office will hold the applications pending the submission of grades for student teaching. Upon receipt of final grades, the Licensure Office reviews the request for license and recommends the applicants for entitlement with ISBE once all requirements are met. Follow up directions will be sent to the applicants on how to finalize the license with ISBE. ISBE requires e-transcripts be submitted for their files. Please order and have e-transcripts sent directly from NLU to ISBE at transcripts@isbe.net. The timeline for this process varies depending on several factors including the number of applications and the accuracy of the applications. The Licensure Office will contact candidates promptly if there are errors in the application or if additional paperwork is needed. The licensure process can take anywhere from 3-6 weeks on average. ISBE has the right to change licensure requirements at any time. Diplomas and Graduation: All candidates must apply to graduate and receive their diplomas. Diploma applications are available at the registrar’s site at (www.nl.edu/oar). This process should be started in the term preceding student teaching to allow time for completing any graduation requirements that may be 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 all degree requirements the previous fall quarter, winter quarter, spring quarter, or will complete all requirements by the end of summer quarter. Candidates should contact the registrar’s website (www.nl.edu/oar) 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. Exceptions to MAT Policies: All requests for exceptions to ECE Education MAT program policies are to be submitted in writing to the ECE Program Chairs. 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, and 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 summer 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 www.nl.edu/oar.
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 is not a rehearing of the petition. The purpose of the appeal is to review due process only. Reentry and Readmission: 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 students have not registered for a course at NLU for more than five years, they are required to apply for readmission. Forms can be found at www.nl.edu/oar. Consistent with the existing re-entry policy, students will be subject to the degree requirements in effect at the time of re-entry. Student Concerns: Concerns regarding the quality of the MAT program or fairness of policies should be discussed with the academic advisor. If the concern remains unresolved and/or has far reaching effects, contact Dr. Jamillah Gilbert , Director of Teacher Preparation, directly. Student Finance: (https://nl.edu/tuition-and-aid/office-of-student-finance/): • FAFSA – complete the 2024-2025 FAFSA and/or add the NLU school code of 001733 • Scholarship and grant opportunities: o TEACH Grant o Minority Teachers of IL o Early Childhood Access Consortium for Equity (ECACE) Scholarship
o Federal Work Study o Graduate Assistant o Institutional and External Scholarship Opportunities
• Federal student loans Contact Information: Phone: (847) 947 – 5350; Email: StudentFinance@nl.edu
Appendix
Acknowledgement for Content Test Deadlines
I, [ Your Name ], hereby acknowledge that I have received the information regarding the state content test deadlines that I must adhere to in order to successfully complete the ECE accelerated program and obtain the ECE professional educator license within the specified timeframe. I understand that my first attempt to take the state content test must occur no later than December 1, 2024. To be eligible for registration for student teaching in spring 2025, I must achieve at least 220 points to be eligible to move into student teaching in spring 2025; I must pass the test to be awarded the PEL. I acknowledge that it may take multiple attempts to pass the test, and I am committed to commencing my test preparation as early as possible. I also intend to take advantage of the free workshops offered by the program to enhance my chances of success.
Letter to Onsite Mentor
Dear Directors /School Administrators, This letter aims to inform you that one of your current teachers is enrolled in the Early Childhood Education Accelerated Program at National Louis University. Based on the state licensure requirements, the teacher candidate will need to secure an onsite mentor who holds a PEL, an ECE Level 5 Credential, and has three years of experience at the candidate’s current teaching site; has received a minimum of “proficient” rating in his/her most recent performance evaluation. Given that the teacher candidate for licensure has relatively rich field experiences and holds a lead teacher role in classroom, the mentoring in this accelerated program is different from a traditional program that trains novice teachers, but rather focuses on emotional support as the candidate goes through an intense license program while working full time. The mentoring can cover topics related but not limited to mental health, life and work balance, time management, relationship building with families, peers, and administrators, career development, and high- leverage teaching practices. The mentor is expected to meet with the candidate at least 5 times over the course of this one- year program (one in fall; two in the winter; and two in spring). Each meeting should be no less than one hour. The candidate is required to briefly document the meetings (see template on next page), and the mentor’s signature is needed. The mentor will also need to fill in a Competency Appraisal assessment of the candidate at the third term (student teaching term), and observe one lesson each term. In addition to onsite mentoring, the candidate will be assigned a field supervisor by the university. It is encouraged that the mentor, supervisor, and the candidate have one joint meeting, ideally at the outset of this experience. To express our appreciation of the mentor support, mentor teachers who host a NLU teacher candidate can earn up to 30 Continuing Professional Development Units (CPDU) and receive a NLU course voucher to waive two hours of tuition for either an on-campus or a professional development graduate level course (excluding the Illinois Resource Center). We would greatly appreciate your support of teacher candidate in securing a site-based mentor, and providing the necessary accommodations for their required meetings. Sincerely, Xiaoli Wen, Faculty & Co-Chair; Xiaoli.wen@nl.edu Ayn Keneman, Faculty & Co-Chair; AKeneman@nl.edu Emily Hoffman, Faculty & Seminar Leader; ehoffman11@nl.edu Lisa Mozer, Director of Field Experience & PK-12 Partnerships; Lisa.Mozer@nl.edu
Onsite Mentoring Meeting Documentation
Teacher Candidate Name: _____________ Mentor Name: ______________ Mentor email: _______________________ Name of program/school and address:______________________________________ Meeting Date: ______________ (mm-dd-yy) Meeting #: _________________ (1 st , 2 nd , 3 rd , 4 th , & 5 th )
Meeting Topics and Reflection (about 100 words)
Signature by the mentor: __________________
Date: _________________
This document is required for each meeting with the onsite mentor.
National College of Education Teacher Preparation Professional Dispositions Assessment
Context and Overview for the Dispositions Assessment The purpose of the Teacher Preparation Dispositions assessment is to help nurture candidates’ growth and development in their professional behaviors as they learn to teach. The aim of this assessment is to encourage instructors and candidates to work together in monitoring progress and in setting goals for further development of professional dispositions. As candidates advance in their respective teacher preparation programs, they 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 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 School of Teacher Preparation has identified the following dispositional categories to be assessed at least two times during a candidate’s teacher preparation program, prior to beginning the student teaching experience. As part of the evaluation process that monitors each Teacher Preparation programs’ effectiveness, the data collected from all candidates will be used in two ways: 1. To monitor how individuals are progressing in the development of professional dispositions. For those candidates not making adequate progress in their dispositional growth, support plans will be developed to help support their improvement. 2. NOTE: Overall Scores of 4 or below will initiate support plan meetings with Program Chairs and faculty. 3. To report how well the Teacher Preparations programs, as a whole, are doing to develop ALL candidates’ dispositional readiness for the field. Implementation of the Dispositions Assessment: Dispositions are being assessed at various transition points within all NCE programs for a minimum of TWO applications. Each Teacher Preparation program area (ECE, ELE, MGE, SEC, SPE, Residency and Alternative Licensure) will determine the coursework where the assessment will be applied (2 times) prior to student teaching. The Disposition Assessment will be applied in the MAT programs as follows: Early Childhood Education: ECE523, ECE570, ECE580 Elementary Education: ELE500, ELE510 and one methods class (SCE540 or MHE540) Middle Grades Education: MGE 501, MGE 503, MGE505
Secondary Education: SEC502, SEC581 Special Education: SPE572, SPE576
Residency Programs, ECE: ECE523, ECE588 Residency Program, SPE: SPE 572 and SPE 587 Alternative Licensure program, ECE: ECE523, ECE591,
Alternative Licensure program, ELE: ELE587, ELE 597 Alternative Licensure program, SPE: SPE572, SPE587 Alternative Licensure program, SEC. Ed.: SEC591 As the Teacher Preparation dispositions address Best Practices in Becoming a Professional Educator, candidates will be expected to demonstrate the following: 1. Honesty and Integrity 2. Responsibility for Meeting Course and Field Requirements 3. Reflection and Accepting Feedback 4. Collaboration and Communication 5. Commitment to Diversity, Equity and Inclusion and Respect for Self and others
A rubric will serve as the evaluation instrument to be used when assessing each candidate’s growth according to the Teacher Preparation Dispositions. 1. Candidate demonstrates honesty and integrity
☐ Demonstrated ☐ Needs Improvement If Needs Improvement was selected, please document the dispositional issue and provide feedback for future growth:
Examples within this category may include but are not limited to: ● Adheres to academic honesty policies to avoid plagiarism ● Completes original work ● Demonstrates truthfulness in interactions and communication with instructors and colleagues ● Adheres to the appropriate use of AI when completing assignments, lesson plans and research papers (i.e., completes original submissions of work)
2. Candidate demonstrates responsibility for meeting course and field requirements
☐ Demonstrated ☐ Needs Improvement If Needs Improvement was selected, please explain your rating:
Examples within this category may include but are not limited to: Campus, or Online Seminars: ● Coming to class (face-to-face or online) on time and as required ● Coming to class with readings completed and the necessary technology or supplies to engage in class activities ● Completing assignments on time including the submission of online postings as required
● Actively participating in class discussions, assignments and activities ● Appropriately using technology for engagement in class discussions, activities, and/or assignments Field experiences: ● Arriving to the school and classroom on time and as required ● Arriving to the school and classroom with lessons, materials, and notes prepared and ready to use and/or implement ● Completing university and classroom activities in the field in accordance with NLU’s outlined dispositions and the school’s code of conduct policies ● Meeting course and field expectations as set forth in the syllabus
3. Candidate demonstrates an ability to reflect and use feedback
☐ Demonstrated ☐ Needs Improvement If Needs Improvement was selected, please explain your rating:
Examples of evidence in this category may include but are not limited to: : ● Seeking out feedback from others ● Reading and responding to feedback from professors, supervisors, and cooperating teachers/mentors ● Using the feedback as a means for improvement as a learner ● Completes reflection assignments to support one’s own learning as an aspiring teacher
4. Candidate demonstrates the ability to collaborate and communicate with others
☐ Demonstrated ☐ Needs Improvement If Needs Improvement was selected, please explain your rating:
Examples of evidence in this category may include but are not limited to: : ● Sharing ideas, information, lessons and activities with classmates and colleagues ● Contributing to teamwork and its outcomes ● Working as a team member on assignments to promote a collaborative approach to learning ● Participating actively in in-class or online discussions with peers ● Communicating with others in a professional manner via email and additional forms of communications
5. Commitment to Diversity, Equity and Inclusion and Respect for Self and Others Examples of evidence in this category may include but are not limited to:
☐ Demonstrated ☐ Needs Improvement If Needs Improvement was selected, please explain your rating:
● Seeking to understand others’ points of view and lived experiences through verbal and non-verbal behaviors. ● Creating lesson plans and other assignments that reflect P-12 student’s interests, life stories, cultural and linguistic background, and funds of knowledge ● Showing respect for others’ points of view and a willingness to learn about the diverse backgrounds of colleagues, students and their families ● Adopting he Culturally Responsive Teaching and Leading (CRTL) standards in lesson planning, curriculum development and teaching P-12 students
National College of Education Competency Appraisal Assessment
Competency Appraisals are tools used to assess the progress of the teacher candidate during field experiences. The cooperating teacher, the teacher candidate, and the university supervisor (if assigned) each complete a competency appraisal related to the teacher candidate’s performance in the classroom. 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. These Competency Appraisals offer formative data for mid-course corrections and inform seminar instructors as they determine the final and official course grade. Competency Appraisals are completed by students, university supervisors, and onsite mentors. The ECE Competency Appraisal can be found on the ECE Student Materials page: https://nl.edu/national-college-of-education/current-students/program-handbooks-and- materials/ece- materials/
Sonia Sonia is web-based, placement management software that helps streamline the process of placing, tracking, and monitoring field placement data. This platform allows students, faculty/staff, supervisors, and onsite mentors to access placement records, complete Competency Appraisals, and upload support documentation. NCE students in practicum and Student Teaching courses (i.e., ECE588 for the accelerated program) use this system. Log In • Go to https://sonia.nl.edu • Select Office of Field Experiences: BA & MAT Educator Preparation • Bookmark this page, as you will return to it often! • Choose ‘Student' as your Role • Click the 'University Sign in' button • Enter your NLU email and password (the same login that you would use to access your NLU portal) For additional support: If you have any questions or technical difficulties with Sonia, please contact ofesupport@nl.edu
TEACHER CANDIDATE SUPPORT PLAN For the School of Teacher Preparation University Classroom
National College of Education
Date:
BA ☐ MAT ☐
Candidate Name:
NLU ID #
Course:
Initiated by:
Brief description of the nature of the concerns
Agreed upon solution
Timeline for implementation
1
2
3
Signatures as required at Step Level
☐ ☐
☐ ☐ ☐
☐ ☐ ☐ ☐
Teacher Candidate
Course Instructor
Program Chair
School Director
TEACHER CANDIDATE SUPPORT PLAN For teacher candidates experiencing difficulties at a placement site
National College of Education
When difficulties arise at the placement site, the teacher candidate will meet with the university supervisor and the cooperating teacher to discuss the concerns. This meeting may be initiated at the request of the teacher candidate, the cooperating teacher, the university supervisor, the seminar leader, and/or the school principal. This process is used to openly discuss any concern[s], provide assistance, and facilitate a decision regarding the concern[s]. A written teacher candidate support plan will be created to reflect the results of the meeting. See Step 1. Please Note: If a principal/administrator requests that a teacher candidate be removed from a field placement, the program chair will be contacted and the process will move immediately to Step 3.
Step 1 – Classroom Level – School
A specific, written Teacher Candidate Support Plan will be developed by the seminar leader and/or course instructor, after consultation with the program chair, to clarify the nature of the concern[s], the agreed upon outcome[s], and the timeline for implementation. Most difficulties can be resolved at the classroom level through open and professional levels of communication. A copy of the written teacher candidate support plan is posted online with access for the academic advisor, seminar leader and/or course instructor, the program chair, and the Director of Teacher Preparation. The teacher candidate support plan becomes part of the candidate’s NCE record.
Step 2 – Classroom Level – University
If the matter remains unresolved, intensifies, or is not able to be resolved without intervention from the university, the university supervisor , the cooperating teacher , the teacher candidate , and the seminar leader and/or course instructor will meet to discuss the concern[s] and review relevant information and documentation. In some cases, the principal may also be involved. Prior to a decision being made regarding continuation in the current placement, an additional observer [the seminar leader and/or course instructor, program chair, or a different NLU supervisor] may be asked to complete an observation to contribute to the record. One of the following options will then be made regarding continuation in the current placement: Option A – The teacher candidate will continue in the current placement. A new written teacher candidate support plan will be developed that outlines the continued concern[s], the agreed upon outcome[s], and the timeline for implementation. The impact of the problem[s] on the grade for the field experience will be discussed and documented in writing by the seminar leader and/or course instructor. The seminar leader and/or course instructor will inform the program chair about the concerns raised and will post a copy of all written documentation online for access by the Director of Teacher Preparation and academic advisor Option B – The teacher candidate will be removed from the current placement. If the matter warrants a change in placement or other action, the matter is referred to the program chair and moves to STEP 3. The program chair will notify the academic advisor, the Director of
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