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 Candidate Handbook 2024-2025
Congratulations on your decision to pursue a teaching degree and license through the National College of Education at NLU. There are a few things we want you to know about your journey. Teaching is a very complicated profession. Good teachers need to be fully present, physically, and emotionally, in order to meet the needs of all their students. Good teachers view their work as a calling or vocation and not just a job. They are thinking about their students, the families they serve, and 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 when 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 know. You can 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 requirements that include 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. Study materials are available for these. Start early in your program. Faculty will keep you informed of any other licensure requirements that you must meet. We wish the very best as you embark on this journey with us and are here to support, encourage and prepare you for the very best profession in the world. Welcome to Graduate School. The Early Childhood MAT Faculty Co-Chairs Dr. Ayn Keneman and Dr. Xiaoli Wen
NATIONAL COLLEGE OF EDUCATION
National College of Education Carolyn Theard-Griggs Dean
312.261.3725
ctheardgriggs@nl.edu
Kristi Stricker
Associate Dean
312.261.3899
kstricker2@nl.edu
312-261.3220
Jgilbert11@nl.edu
Jamillah Gilbert
Director, Teacher Preparation
Full Time Faculty 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. Jamillah Gilbert
Director, Teacher Preparation
312-261-3220
Jgilbert11@nl.edu
Dr. Bilge Cerezci
Faculty
312-261-3591
bcerezci@nl.edu
Dr. Leslie Katch
ECA
312-261-3128
Leslie.Katch@nl.edu
Mr. Lee Tate
TFA
312-261-3144
ltate1@nl.edu
Dr. Emily Hoffman
Faculty
312-261-3468
ehoffman11@nl.edu
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 Field Experience Specialist Field Experience Operations Field Placement Manager
847-947-5518
estein4@nl.edu
Nicole Enger
630-874-4197
nenger@nl.edu
Callie Harris
312-261-3973
charris64@nl.edu
Stephanie Harper
630.874.4405
sharper3@nl.edu
Brian Morris
Associate Director, Field Supervision, Residencies &DEI Strategy
847-947-5546
bmorris8@nl.edu
Morzoff1@nl.edu
Melinda Orzoff (adjunct) Field Experience Support
Maureen.rich@nl.edu
Maureen Rich (adjunct)
Field Supervisor Coordinator
847-947-5464
Table of Contents
Welcome ................................................................................................................................. 1 NCE Conceptual Framework ...................................................................................................2 NCE Mission/Vision Statement ................................................................................................3 Teacher Preparation Priorities .................................................................................................3 General Program Information ............................................................................................... 4 Admission Requirements ......................................................................................................... 4 General Student Information ....................................................................................................5 Course of Study .......................................................................................................................8 Field Experience Requirements ...............................................................................................9 Student Teaching Prerequisites .............................................................................................12 Field Experience Student Teaching .......................................................................................13 Teacher Performance Assessment .................................................................................... 14 Teacher Candidate Support Plans...................................................................................... 18 Office of Field Experience................................................................................................... 23 Guidelines for Submitting a Field Placement Application .......................................................24 Frequently Asked Questions..................................................................................................24 Placement Policies ................................................................................................................26
Master of Arts in Teaching [MAT] Program Early Childhood Education | National Louis University
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 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. The code of ethics for the Education Profession can be found at: https://www.nea.org/resource-library/code-ethics-educators Teacher Candidate Dispositions: Additionally, teacher candidates are assessed on the National College of Education Candidate Dispositions assessment during the program. The purpose of the National College of Education’s Candidate Dispositions assessment is 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
Responsibility – ability to act independently, demonstrating accountability, reliability, and sound judgment Conceptual Framework A Professional Community Advocating for All Learners NCE Faculty and candidates use scholarly habits of mind and methods of inquiry in order to affect P- 12 student learning by: • Envisioning, articulating, and modeling democratic and progressive education • Designing powerful learning environments that integrate appropriate technologies • Utilizing multiple meaningful assessments • Enabling self-directed learning • Working collaboratively in diverse communities and with diverse learners to achieve learning goals • Advocating for democratic values, equity, access and resources to assure educational success for all NCE Faculty and candidates continuously demonstrate a high standard of professional ethics by: • Cultivating curiosity and excitement for learning in themselves and others • Respecting and learning from other peoples, cultures, and points of view • Demonstrating a caring attitude in recognizing the needs of others and acting to promote their growth • Acting with confidence and self-knowledge to assume professional leadership roles and responsibilities • Using information from self and others to continuously improve
The 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.
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. Purposes, Professional Commitments, and Dispositions : The NCE professional community recognizes that the learner and the process of schooling are situated in social, historical, political, and cultural contexts. We value diversity and cultural differences among children, families, and communities, and continue our long and distinguished tradition of promoting social justice and developing democratic communities. Performance Expectations: Reflection and inquiry provide an informed and integrated basis for advocating for all learners. Through this process, NCE candidates will develop the disposition, knowledge and skills to: • 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 inquiry • Assess, reflect on, and critique their own knowledge, practice, school and society Teacher Preparation Priorities Program-Level Outcomes associated with MAT ECE Education • Integrate theory and practice
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 GENERAL PROGRAM INFORMATION Admission Requirements Criteria for admission to the M.A.T. in ECE 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. Completion of general education coursework with no grade lower than C on an official transcript(s) or equivalent CLEP/DANTES tests in the following areas: a. Science - covering at least three of the following • Physical • Life • Earth & Space b. Social Science - covering at least four of the following • History • Human or Cultural Geography • Civics and Government • Economics 4. Candidates may be admitted to the MAT ECE program with 1 or 2 general education deficiencies; these must be completed prior to the start of term 3. The academic advisor will assist candidates in completing of the deficiencies. 5. Grade point average (GPA) of 3.0 in last 60 hours of coursework for full admission. GPAs between 2.5 and 2.9 will be considered for provisional admission on an individual basis Candidates with
GPA’s below 2.5 will need to take additional general education coursework to increase their GPA prior to admission.
GENERAL STUDENT INFORMATION Credit by Examination
NLU awards credit to candidates who achieve acceptable scores on standardized tests such as College Board's College Level Examination Program (CLEP) and the DANTES Subject Standardized Tests (DSSTs). Candidates should contact their graduate academic advisors for information about and for preapproval of testing intended to fulfill deficiencies. Delivery of the Program The Master of Arts in teaching degree is an Illinois approved program for initial licensure in ECE Education. The Professional Educator License [PEL] earned in Illinois is a Grades birth to second grade endorsement on the PEL. The MAT program in Early Childhood Education is offered as a delivery model of coursework for a majority of the program. Periodically, coursework will be offered as an on-campus option for candidates desiring an in-person experience. Online coursework includes both asynchronous and synchronous course participation. Synchronous coursework requires candidates to be logged in to Zoom when participating in regularly scheduled class sessions. Asynchronous coursework is designed with weekly learning modules that guide and engage candidates toward the goals and required outcomes of the course content. As part of their program planning: 1. Candidates choose to pursue their degree plan with the help of their academic advisor. Candidates and their advisors will develop a personalized study plan to support candidates’ individual needs and timeline to completion. An online course schedule is available to help candidates see the times/days and locations classes meet throughout the year. 2. Candidates may enroll in a varied number of semester hours of credit each term and may need to take classes on more than one campus or in both online and on campus modalities. Certain courses may have limited or closed enrollment. 3. Candidates must be enrolled in a minimum of 3 semester hours to be eligible for financial aid. Six or more semester hours of credit is considered full-time enrollment for financial aid purposes. Required Content Area Testing All ECE MAT candidates must have a passing score on the #206 content exam 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. The Year-Long Internship Program The Master of Arts in Teaching Year-Long Internship Program is designed so that school-based faculty can work more directly with NCE/NLU interns in elementary classrooms. Candidates
enrolled in the MAT Year-Long Internship Program are hired by individual school districts as teaching assistants for the school year. While working in the classroom, interns complete their Practicum II observation hours and Student Teaching assignment. (The base salary and benefits are varied and determined by the individual school districts. The student teaching term is unpaid.) This program provides experience in a classroom for a full year, leading to increased understanding of the multiple roles of teachers and the socio-emotional and academic needs of children. Contact Lisa Mozer, Director of the Office of Field Experiences for more information about this program. Academic Advising Academic advising is an important facet for successfully completing the Elementary 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 and the General Education Assessment has been completed, they will be assigned an academic advisor from the Academic Advising Center. Advising can be provided concerning: • Meeting deficiency requirements (finding classes, monitoring progress/completion, deadlines) • Planning program schedules • Selecting 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. Policy Regarding Physical Fitness The Illinois School Code requires that all adults in schools must be physically healthy. The Code [105 ILCS 5/24] reads as follows: “Employee” means any employee of a school district, a student teacher, an employee of a contractor that provides services to students or in schools, or any other individual subject to the requirements.” Practicum students must also meet this requirement. “School boards shall require of new employees’ evidence of physical fitness to perform duties assigned and freedom from communicable disease. Such evidence shall consist of a physical examination by a physician licensed in Illinois or any other state to practice medicine and surgery in all of its branches, an advanced practice nurse who has a written collaborative agreement with a collaborating physician that authorizes the advanced practice nurse to perform health examinations, or by a physician assistant who has been delegated the authority to perform health examinations by his or her supervising physician not more than 90 days preceding time of presentation to the boards, and the cost of such examination shall rest with the employee.” Policy Regarding Grades of C or Lower in Practicum Courses Candidates who receive a grade of C in Practicum I or II will not be permitted to enroll in advanced coursework or field experiences. Candidates must contact the 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. COURSE OF STUDY Master of Arts in Teaching – ECE Education Candidates Admitted in Fall 2023
Course Number
Title
SH
Preclinical Hours
Program Course Requirements ECE 502
*Quality Child Care for Infants and Toddlers
2 3 3 3 3 3 3 3 3 3 3 3 3 5
25
ECE 523 ECE 504 ECE 570 RLL 535 ECE 510 SPE 500 ECE526 ECE 507 ECE 503 RLL 537 CIL 531 ECE 580 ECE 590
History and Philosophy of Education
Human Development: Infancy and Childhood
20 40 10
Internship in Preprimary Settings Foundations of Emergent Literacy Child, Family and Community
Intro and Methods of Teaching Students with Disabilities Methods of Developing Mathematical Mindsets in Early Childhood Teaching and Learning in ECE Settings: Math and Science Teaching and Learning in ECE Settings: LA, SS, Art, Music and Movement
15
5
10
Early Literacy Methods Pre-K-5
Cross Cultural Education
20 50
Internship in ECE Primary Settings
Student Teaching
Total Hours to Licensure
41 SH
Total Hours to MAT Degree (ECE 502 required for MAT Degree)
43 SH
Note: In the event we are unable to observe in schools for our preclinical hours, we created assignments to fulfill this requirement.
Descriptions of Coursework Descriptions of all course work can be found at this link: https://nl.smartcatalogiq.com/2021-2022- official/Undergraduate-and-Graduate-Catalog/National-College-of-Education/National-College-of- EducationGraduate/Early-Childhood-Education-MAT/Early-Childhood-Education-MAT-Traditional FIELD EXPERIENCE REQUIREMENTS TO DO ASAP: Criminal Background Checks, TB Tests, and Mandated Reporting NLU requires all candidates in programs that include time spent in an Illinois school to have an Illinois State Police criminal background fingerprint check, a TB test, and a Certificate of Completion with the Department of Children and Family Services Mandated Reporter Training. A candidate with “no record,” a negative TB test, and a Certificate of Completion may be placed in a school. Criminal Background Checks must be completed after registering and within the first week of classes at NLU. Please use the NLU UCIA Criminal Background Check form located at the link http://www.accuratebiometrics.com/fingerprinting_FBI_Procedures_In_Person.html Candidates cannot begin any field experience without a “passed” background check. Locations and fingerprinting times for Accurate Biometrics are posted on their website: https://accuratebiometrics.com/map-usa. Candidates are responsible for all fees and the results must be sent to the candidates’ email or home address. A TB test must be taken as soon as possible after being admitted. This tuberculosis test must utilize the Mantoux method (an injection under the skin), and the results must be read by a health service professional. This test may be administered at the local County Health Department. It is the candidate’s responsibility to submit a copy of the TB test results to the Field Experience Manager in the Office of Field Experiences. Results must be submitted with the Student Teaching application. Mandated Reporter Training is required of all teacher candidates. This training is available on the DCFS website. To complete the training, please log on to http://www.dcfstraining.org/manrep/index.jsp. Before leaving the website, print a copy of the Certificate of Completion and submit it along with the Student Teaching application. The Illinois Department of Children and Family Services provides online training for Mandated Reporters. This no-cost training consists of a pre-training assessment, 60-90 minutes of self-paced interactive training, 13 post-training questions, and a certificate of completion. • When logging in as a new user, answer “ Yes” to the question “ Do you work in Illinois?” • To the question, “ Employer,” answer “ National Louis University” • Upon completion of the quiz at the end of the training, a Certificate of Completion will be generated which must be printed and submitted with the Student Teaching Application. Retain two copies of this certificate , as one may be requested by the school and one will be submitted to NLU. • The Acknowledgement of Mandated Reporter Status Form is also generated at this time. While candidates do not need to submit this form to NLU, a copy of this form should be kept with all other important records in the event the candidate is asked to present it to a school. Candidates should keep originals with them when visiting schools or have them available electronically.
Health Insurance Many school districts require students to provide verification that they have health insurance before being allowed to student teach. As a result, National Louis University may not be able to identify a school placement for student teacher applicants who do not carry health insurance. If National Louis University students are in need of additional information regarding health insurance, information can be accessed here: Student Health Insurance | National Louis University | Chicago,
Illinois | Tampa, Florida (nl.edu) PRE-CLINICAL EXPERIENCES Field Experience Hours
The ECE Education M.A.T. Program requires ECE clock hours of observation and other experiences be completed prior to Student Teaching. These classroom observations are designed to provide candidates with opportunities to develop and refine teaching skills. Note : See the Course of Study chart above for courses requiring field experience hours. Some schools will require a letter requesting permission to observe. This letter will be shared in Practicum I. When observing at various schools, candidates should remember they are guests in the school. Accordingly, candidates should: • Observe dress codes and bring identification. (Most schools require a driver’s license or state I.D.) • Bring copies of the criminal background check and TB test results or have them available electronically • Arrive at the scheduled time and check in at the front office Most NLU faculty require additional assignments related to these field experiences. Focusing observations on “best practice” and taking notes enable the candidate to connect the field experiences to the topics of study within the course. PRE-CLINICAL EXPERIENCES Field Experience Hours The ECE Education M.A.T. Program requires ECE clock hours of observation and other experiences be completed prior to Student Teaching. These classroom observations are designed to provide candidates with opportunities to develop and refine teaching skills. Note : See the Course of Study chart above for courses requiring field experience hours. Some schools will require a letter requesting permission to observe. A sample letter is on the ECE Tools page. Note : See the Course of Study chart above for courses requiring field experience hours. Candidates will arrange to observe at one school as part of the ECE 500 Practicum I or in multiple settings for SPE500. Some schools will require a letter requesting permission to observe. A sample letter is on the ECE Student Materials page: https://nl.edu/national-college-of-education/current-students/program-handbooks-and-materials/ece- materials/
After completing hours at a school, candidates will record these hours electronically in SONIA. Specific directions about uploading the observations will be provided during the ECE570 and SPE 500 classes. When observing at various schools, candidates should remember they are guests in the school. Accordingly, candidates should: • Observe dress codes and bring identification. (Most schools require your driver’s license or state I.D.) • Bring copies of the criminal background check and TB test results or have them available electronically • Arrive at the scheduled time and check in at the front office Most instructors require additional assignments related to these field experiences. Focusing observations on “best practice” and taking notes enable the candidate to connect the field experiences to the topics of study within the course. It is essential candidates complete their preclinical experience hours prior to the completion of the ECE580 Practicum II course. Completion of these hours is a PREREQUISITE to Student Teaching. For other pre-requisites, please refer to the Teacher Preparation Checklist Teacher Education Program Checklist. Competency Appraisals 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. 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/ Student Teaching Prerequisites 1. Coursework - All required ECE MAT coursework must be completed before enrollment in ECE 590 Student Teaching. Grades - Any candidate who receives a grade below a “B” and/or demonstrates a lack of readiness in any methods course or practicum course shall automatically be delayed from beginning ECE590 Student Teaching assignment. As much as possible, instructors will keep candidates informed of their status; however, late and/or incomplete work may prevent this. An appeal of a grade must be initiated within 15 days of notification of the grade. Review NLU policies regarding appeals in the Student Handbook.
Candidate Support And Remediation - Each candidate shall have the benefit of a case conference composed of the ECE Education faculty and any instructors who may contribute information to the record. The instructor along with the appropriate program faculty will set goals with the candidate and determine steps to be taken to achieve those goals. The candidate will repeat any required coursework during the quarter when Student Teaching would have taken place. Appeals - Candidates who are denied admission to ECE590 Student Teaching, may petition the NCE Academic Policies Committee to appeal the decision. The appeal must be submitted within the timeline explained in the National Louis University Student Handbook. 2. Effect On Student Teaching Placement - If a candidate receives an “I” grade in any class leading to licensure, an in-progress report will be completed by the instructor and sent to the Registrar, the 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. If the work is not completed by the deadline decided upon, the candidate’s placement will be delayed . Once work has been completed and the instructor has issued a grade, the candidate must ask the instructor to inform the OFE that he or she has earned a grade of B or better. This information must be submitted to the OFE before OFE will continue with the processing of the application to schools for Student Teaching. The MAT Student Teaching placement will be delayed until the quarter after necessary courses have been retaken and grades of B or better have been earned. A candidate completing all coursework except Student Teaching by the spring quarter would Student Teach in the fall as this experience is not available during the summer quarter. (Note: All Student Teaching placements are dependent on availability.) 3. Mini-interviews with school personnel responsible for the ECE 590 Student Teaching placement may be required before final placements are assigned. 4. Observation hours from ECE 570 and SPE 500 will be uploaded into SONIA. Course instructors will provide the directions for uploading these hours. 5. Fingerprint Criminal Background Check . The school where the Student Teaching placement is made may require an additional Criminal Background Check be completed by a local police department. 6. Tuberculosis Test . A copy of this test should already have been submitted to the Office of Field Experiences. 7. A Certificate of Completion with the Department of Children and Family Services regarding the Mandated Reporter Training should already have been submitted. FIELD EXPERIENCE STUDENT TEACHING Guidelines for Submitting a Field Placement Application: PII/Student Teaching Introduction
The National College of Education OFE is responsible for the oversight of all Practicum II/Student Teaching candidate collaborations with area schools and school districts. The Office of Field Experiences placement staff strives to carefully place each candidate in a school environment that is enriching, diverse, and supportive. NOTE: Practicum II (ECE580) serves as the introduction to student teaching. These two classes are linked to provide a 20 plus week experience in one school setting. See Office of Field Experiences (page 21) for further information about the application process. ECE 590 Student Teaching Student Teaching is the culminating experience prior to licensure. Student Teaching is a minimum 10 week teaching commitment at an assigned school. The dates of Student Teaching depend on the school placement site. Candidates may start and end their experience before and/or after the official beginning and ending dates of courses on the National Louis University calendar. In addition, a required seminar will meet on designated days during the quarter on the NLU campus. If withdrawal from Student Teaching is needed, a written request stating reasons for this withdrawal is required. The request must be submitted to the OFE, the university registrar, seminar instructor, the university supervisor, and to the principal at the school placement site and the cooperating teacher. A minimum of 10 consecutive weeks or 50 days of full-day Student Teaching is required to complete the program; however, additional weeks are sometimes requested by the cooperating school. The dates of Student Teaching depend on the school placement. In addition, the Student Teaching Seminar will meet for a minimum of seven sessions. * For further detail, see the handbook for ECE Practicum II / ECE 590 Student Teaching. ECE 590 STUDENT TEACHING SEMINAR This course combines a seminar with candidates’ field based experiences. The seminar supports candidates as they implement a variety of planning models, formative and summative assessments, and instructional strategies to support student learning consistent with professional and curriculum standards. School-based and seminar experiences result in candidates advancing their understanding of environments that encourage a community of all learners and collegial relationships in the school. This course supports candidate efforts to meet licensure requirements. Substitute Teaching during ECE590 Substitute teaching will be limited to no more than 5 days in the student teaching placement classroom while the cooperating teacher is absent. Consent must be given by the program chair in consultation with the teacher candidate. Student teachers may not move or be hired in another classroom or building. Attendance Policy during ECE590 Candidates may not miss more than 3 days of classroom experience during student teaching. If candidates need to miss more than three days due to illness or family emergencies, then additional days equivalent to the days missed will be added on to the student teaching requirements.
COLLEGE POLICIES
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. 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: 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 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 While candidates are integrating theory and practice, learning to teach, and preparing to enter the 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 (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 Policy Exceptions to MAT Policies All requests for exceptions to ECE Education MAT program policies are to be submitted in writing to the ECE Program Chair at: akeneman@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, 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. 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 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.
TEACHER CANDIDATE SUPPORT PLAN For the School of Teacher Preparation University Classroom National College of Education
It is the expectation that all teacher candidates are acting in a professional manner in class. Professional expectations include following the class attendance policy, arriving on time and prepared for class; arriving back to class on time from breaks; completing and submitting assignments on time; showing respect for classmates, teachers, and others; contributing to class discussions; and demonstrating effective communication skills (written and oral). If there are issues with professional expectations, the instructor will schedule a meeting with the candidate to discuss the concerns. If the concerns persist, a plan for improvement will be put in place. The following steps will be taken: 1. Instructor Intervention A specific, written Teacher Candidate Support Plan will be developed by the instructor and teacher candidate that clarifies the nature of the concern[s] and the agreed upon outcome[s]. The instructor then sends the completed support plan to the program chair and the teacher candidate. Most difficulties can be resolved at this level through open and professional levels of communication. 2. Program Chair Intervention If the matter remains unresolved, intensifies, or is not able to be resolved at the classroom level, either the instructor or the teacher candidate calls for a meeting. At this meeting, the instructor, candidate, program chair and academic advisor will discuss the concern[s] and review relevant information and documentation. The support plan will be revised as needed and posted online for all parties (including the TP Director). 3. TP School Director Intervention In the unlikely event that the problem remains unresolved, the school director will meet with the instructor, teacher candidate, and university ombudsman to determine further action.
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