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MASTER OF ARTS IN TEACHING [M.A.T.] Early Childhood Education Accelerated Program CANDIDATE HANDBOOK
2025-2026 Edition Grades Birth – Grade 2
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Congratulations on your decision to pursue a teaching degree and license through the National College of Education at NLU. The ECE Accelerated program is a one-year, online residency pathway that leads to a Master’s degree and a PEL. 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. 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 Early Childhood Education MAT Faculty Team Program Chair, Leslie Katch, Ph.D.; Accelerated Program Coordinator, Emily Hoffman
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Table of Contents Contact Information ................................................................................................ 5 National College of Education .................................................................................6 Conceptual Framework ....................................................................................... 6 Mission.................................................................................................................6 Philosophy and Knowledge Base......................................................................... 7 Purposes, Professional Commitments, and Dispositions ................................... 7 Performance Expectations ................................................................................. 7 Program-Level Outcomes Associated with a MAT in ECE...................................8 ECE Accelerated Program.......................................................................................9 Program Overview ............................................................................................... 9 Course of Study ...................................................................................................9 On-Site Mentoring ............................................................................................. 10 Field Practice and Supervision.......................................................................... 10 Accelerated Practicum Responsibilities ....................................................... 10 Admission Requirements ................................................................................... 11 Delivery of the Program .................................................................................. 11 Content Area Test........................................................................................... 11 Program Assessment ........................................................................................ 12 Grade Policies.................................................................................................... 12 Policy Regarding Grades of “C” or Lower in Practicum Courses (i.e., ECE 588) ....................................................................................................................... 12 Policy Regarding Grades of “C” or Lower in Methods Courses....................... 12 General Student Information............................................................................. 13 School Safety Module .................................................................................... 13 Academic Advising ........................................................................................ 13 Student Guidebook ........................................................................................ 13 Office of Admissions & Records.................................................................... 13 NLU Library .................................................................................................... 14
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Learning Support ........................................................................................... 14 Center for Student Accessibility Resources (CSAR) ..................................... 14 Technology and Tech Use .............................................................................. 14 Textbooks ...................................................................................................... 15 Program Policies ............................................................................................... 15 Responsible Use of Artificial Intelligence (AI) Tools and Coursework .......... 15 Exception to MAT Policies ............................................................................. 16 NCE Academic Policy Committee...................................................................... 16 Licensure ............................................................................................................ 17 Application for Licensure...................................................................................17 The Application ............................................................................................... 17 Illinois Licensure Tests...................................................................................... 18 Diplomas and Graduation................................................................................... 18 Concerns with Your MAT Program?................................................................... 19 Student Finance ................................................................................................ 19 Letter to On-Site Mentor .......................................................................................20 APPENDIX A – Support Plan .................................................................................. 21 APPENDIX B - Dispositions Assessment...............................................................23 APPENDIX C – Acknowledgement for Content Test Deadlines.............................28 On-Site Mentoring Meeting Documentation..........................................................29
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Contact Information
Your National College of Education (NCE) Deans & School Director
Dr. Carolyn Theard-Griggs Dean, NCE
312-261-3925 312-261-3899 312-261-3220
cteardgriggs@nl.edu kstricker2@nl.edu jgilbert11@nl.edu
Dr. Kristi Stricker Dr. Jamillah Gilbert
Associate Dean, NCE
Director, Teacher Preparation
Your MAT ECE Faculty Team
Dr. Leslie Katch Dr. Bilge Cerezci Ms. Lisa Dickey Dr. Emily Hoffman Dr. Ayn Keneman
Program Chair; Faculty
312-261-3128 312-261-3591 312-261-3860 312-261-3468 312-261-3144 312-261-3262 312-261-3160
leslie.katch@nl.edu bcerezci@nl.edu ldickey2@nl.edu ehoffman11@nl.edu ltate1@nl.edu mquest@nl.edu xiaoli.wen@nl.edu
Faculty
Faculty/ECA
Faculty/Accelerated Program
Faculty
224-233-2024 akeneman@nl.edu
Dr. Lee Tate Dr. Mary Quest Dr. Xiaoli Wen
Faculty/TFA
Faculty
Faculty/McCormick
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
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 630-874-4197
estein4@nl.edu nenger@nl.edu cleshinski@nl.edu
Nicole Enger
Chaidan Leshinski
(None)
Melinda Orzoff
847-947-5464
morzoff1@nl.edu
Your ECE Advisors
Leah Ott
Associate Director of Advising,
888-658-8632 312-261-3239 312-261-3294
lott@nl.edu
Claire Huntley Brigid Callahan
Academic Advisor
chuntley@nl.edu bcallahan3@nl.edu
Executive Director of Student Finance
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 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 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.
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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.
The National Education Association’s (NEA) Code of Ethics for Educators can be found at https://www.nea.org/resource-library/code-ethics-educators.
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.
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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Program-Level Outcomes Associated with a MAT in ECE 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
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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 2026 (for candidates who begin in the summer). • 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 • 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 of Study Course Number Title SH Preclinical Hours PROGRAM COURSE REQUIREMENTS Summer 2025 (July-August; 6 weeks) ECE 503 Teaching and Learning in ECE Settings: LA, SS, Art, Music, & Mvmnt 3 ECE 504 Human Development: Infancy and Early Childhood 3 Fall 2025 (September-December; 10 weeks) ECE 522 Foundations of Emergent Literacy 3 ECE 523 Historical and Philosophical Foundations of ECE 3 ECE 588 Seminar 2 Winter 2026 (January-March; 10 weeks) RLP 537 Early Literacy Methods – PreK through 3 rd Grade 3 SPE 500 Introduction to and Methods of Teaching Students w/ Disabilities 3 ECE 588 Seminar *Strongly recommended to pass content test by 12/31/25; Attempt #1 must be made before 12/1/25. 3 Spring 2026 (April-June; 10 weeks) ECE 510 Child, Family and Community 3 ECE 507 STEM in Early Childhood 3 ECE 588 Seminar 6 years of experience at the candidate’s current teaching site. • Academic advising + success coach for content test support.
35
Total Hours to Licensure
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On-Site 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.
Field Supervision in the ECE Accelerated Program is linked to the year-long seminar (ECE 588).
Accelerated Practicum Responsibilities
P1 (Fall Term)
P2 (Winter Term)
Student Teaching (Spring Term)
Supervisors: Meet with each of their candidates AND the on-site mentor at least once at the beginning of the term. Mode and length of meeting is flexible (in-person, phone call, virtual, etc.) Candidates: Provide your supervisor with one lesson plan prior to observation. Candidates do not need to post any lesson plans to Sonia this term.
Supervisors: Meet with each of their candidates at least twice. Mode and length of meeting is flexible (in-person, phone call, virtual, etc.)
Supervisors: Meet with each of their students at least four times. Mode and length of meeting is flexible (in-person, phone call, virtual, etc.)
Candidates: Provide your supervisor with two lesson plans prior to observation and post two lesson plans to Sonia.
Candidates: Provide your supervisor with four lesson plans prior to observation and post four lesson plans to Sonia.
Candidates: No GoReact video is necessary.
Candidates: Submit one video to GoReact with attached lesson plan focused on the core practice of modeling. Candidates will annotate (at least 5 comments) on GoReact. Supervisors will watch video and annotate. Journaling: Candidates will journal every other week for field supervisor. Mode (written, phone call, virtual, etc.) and length of journaling is up to the field supervisor.
Candidates: No GoReact video is necessary.
Journaling: Candidates will journal every other week for field supervisor. Mode (written, phone call, virtual, etc.) and length of journaling is up to the field supervisor.
Journaling: Candidates will journal every other week for field supervisor. Mode (written, phone call, virtual, etc.) and length of journaling is up to the field supervisor.
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Supervisors: Conduct one observation. The feature guide rubric and observation form do not need to be completed for the in-person observation. General feedback is fine.
Supervisors: Conduct two observations. The observation form will need to be completed for each observation. Discuss with student. Supervisors will watch video, make annotations, and discuss with student. Supervisors: One Competency Appraisal will be filled out and submitted to Sonia. Discuss with Candidate. Candidates: One Competency Appraisal will be filled out and submitted in Sonia. On-Site Mentoring: Meet with Candidate two times. Observe one informal lesson and give feedback.
Supervisors: Conduct four observations. The observation form will need to be completed for each observation. Discuss with student.
Supervisors: No Competency Appraisal needed
Supervisors: One Competency Appraisal will be filled out and submitted to Sonia. Discuss with Candidate. Candidates: One Competency Appraisal will be filled out and submitted in Sonia. On-Site Mentoring: Meet with Candidate two times. Observe one informal lesson and provide feedback. Complete Competency Appraisal.
Candidates: No Competency Appraisal needed.
On-Site Mentoring: Meet with Candidate one time. Observe one informal lesson plan and give feedback.
Admission Requirements Criteria for admission to the MAT in ECE’s Accelerated Program include:
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. Content Area Test All ECE MAT candidates must have a passing score of 240 on the ECE 206 Content Exam to qualify for licensure. Teacher Candidates must have a score of at least 220 on the Content Exam PRIOR to beginning student teaching. This policy meets the Illinois State board of Education’s
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policy set forth in the school code. Candidates will not be enrolled in Practicum 2 until they earn a score of 220 or higher on their Content Test, and they will not qualify for a PEL without a passing score of 240 or higher. Accelerated Program students must have at least their first attempt of taking the content test before December 1. Please refer to http://www.il.nesinc.com/ for testing information. 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. 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. Grade Policies Policy Regarding Grades of “C” or Lower in Practicum Courses (i.e., ECE 588) Policy Regarding Grades of “C” or Lower in Methods Courses f 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).
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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. General Student Information School Safety Module All Teacher Candidates must complete the mandatory School Safety module before graduating. 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: • 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/. 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.
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. 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 .
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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. 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. Program Policies Responsible Use of Artificial Intelligence (AI) Tools and Coursework 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.
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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. 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. Exception to MAT Policies All requests for exceptions to ECE MAT program policies are to be submitted in writing to the ECE Program Chair at Leslie.katch@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
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information and documentation related to the petition must accompany the petition. Advisors have the link to the online Student Petition to the NCE Academic Policies Committee. The petition is also available online at https://nl.edu/national-college-of-education/nce-petitions/. As stated earlier, teacher candidates have six years from the time of the first course taken towards the MAT degree to complete the degree. Candidates who exceed this time frame will need to apply to the Academic Policies Committee for an extension of the timeline. In addition, candidates will be responsible for any new or updated requirements of the MAT program. If a petition is denied, students have the right to appeal the Committee’s decision to the Provost’s Office. An appeal to the Provost’s Office is not considered a re-hearing of the petition. The purpose of the appeal is only to review due process. Licensure In Illinois, a Professional Educator License (PEL) is required to teach in public schools. It is a foundational license that allows educators to add specific subject endorsements upon completion of required coursework and testing. The PEL is valid for five years and can be renewed through professional development. Application for Licensure The National College of Education’s ECE 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 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 https://nl.edu/licensure/instructions/. 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
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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.
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 of 240 on the ECE Test 206 is required to be eligible for a PEL.
A score of at least 220 must be on file with NLU before entering student teaching. If a minimum score of 220 is not on file, the 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 tests are: • Content-Area Tests for ECE Pk-2 – must have a minimum score of 220 before the first day of ECE 580 - Practicum II. • The Teacher Performance Assessment ( edTPA ) or some similar assessment may have to be passed prior to the end of the student teaching term. More specific information will be shared as soon as the State of Illinois decides on the assessment. Diplomas and Graduation While candidates are integrating theory and practice, learning to teach, and preparing to enter the MAT ECE 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
18 / MAT ECE-Accelerated Handbook
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). 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
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Letter to On-Site 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, Leslie Katch, Faculty & Chair; leslie.katch@nl.edu
Emily Hoffman, Program Coordinator & Seminar Leader; ehoffman11@nl.edu Lisa Mozer, Director of Field Experience & PK-12 Partnerships; Lisa.Mozer@nl.edu
20 / MAT ECE-Accelerated Handbook
APPENDIX A – Support Plan
FORM 1 Initial Candidate Concern
Name and Role (of the person issuing the concern):
Candidate’s Name:
Nature of the Concern:
Expectation for addressing the concern:
Timeline for addressing the concern:
21 / MAT ECE-Accelerated Handbook
TEACHER CANDIDATE SUPPORT PLAN - FORM A All Concerns Except Those That are Related to Field-Based Work National College of Education
Date
Candidate Name
Degree BA MAT
NLU ID #
Course #
Initiated by Brief description of the nature of the concerns
Expectations and criteria for determining if the expectation has been met
Timeline for implementation
Signatures as required at Step Level
1
2 3
Course Instructor: __________________________________________________________
Program Chair: __________________________________________________________
School Director: __________________________________________________________
I understand that not meeting the expectations set forth in this plan may result in my removal from the program____________________________________(student signature).
Failure to sign this document will result in removal of the student from the program.
22 / MAT ECE-Accelerated Handbook
APPENDIX B - Dispositions Assessment National College of Education
Teacher Preparation Dispositions Assessment June 20, 2023
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
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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
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