School of Education MASTER OF ARTS IN TEACHING. Master of Arts in Teaching

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1 School of Education MASTER OF ARTS IN TEACHING Master of Arts in Teaching

2 The Master of Arts in Teaching Program The Master of Arts in Teaching program is designed for: 1. A person with an appropriate baccalaureate degree who is beginning or changing careers and who would like to move into the field of education. 2. A person currently working in education without certification who is interested in pursuing a master s degree plus certification. 3. A person with substitute or temporary teacher certification who is interested in pursuing a master s degree plus certification. The program enables persons to develop and refine professional skills, abilities and attitudes needed for teaching youth in culturally diverse classrooms. Candidates will gain knowledge of Illinois State Standards and standards of specialized professional associations, current educational research, teaching techniques, instructional technology and other strategies for delivering services to students with varying needs. Requirements The Master of Arts in Teaching degree is conferred upon candidates who have met the following requirements: 1. Satisfactory completion of 39 to 42 semester hours of graduate credit while maintaining a minimum grade point average of 3.0 out of Successful completion of a minimum of 100 early field experience hours as described in the Field Experience Handbook. 3. A candidate for the type 03 elementary certificate must have completed 18 semester credit hours in a teachable field (one discipline within the areas of mathematics, science, social science, modern foreign language, or English/ language arts) and show competency in general education areas. Candidates for the type 09 secondary or type 10 K-12 certification must have either completed a major in the subject area of certification or have 32 semester hours of credit in that subject including 12 hours of upper division coursework along with having at least one course relating to multicultural studies. The Illinois State Board of Education has approved Dominican University s teacher preparation programs in art, biology, chemistry, English, French, Italian, mathematics, social science, and Spanish. 4. Completion of a program portfolio. 5. Successful completion of a semester-long clinical practice (student teaching) experience. Core Curriculum for the Master of the Arts in Teaching Degree with Entitlement to Type 03 Elementary Certification EDU 502 Introduction to Teaching (3) EDU 520 Educational Psychology (3) SPED 522 Exceptional Students: Characteristics and the Special Education Process (3) EDU 523 Teaching in Diverse Classrooms (3) EDU 532 Tools and Techniques in Assessment (3) EDU 533 Reading and Writing Instruction and Improvement (3) EDU 560 Integrating Technology into the Curriculum (3) EDU 566 Teaching Mathematics for Elementary and Middle Level EDU 567 Teaching Science for Elementary and Middle Level Teachers (2) EDU 573 Teaching Social Science for Elementary and Middle Level Teachers (2) EDU 611 History and Philosophy of American Education (3) SPED 656 Collaboration and Adaptation in General Education Settings (2) EDU 700* Clinical Practice Elementary (5) EDU 702 Clinical Practice Seminar Elementary (1) *Candidates register for the capstone course EDU 700 and concurrent seminar EDU 702 when all professional education course work, field experiences, general education competencies, and elementary content-area test are completed successfully. EDU 700 and 702 each require a full semester commitment. Core Curriculum for the Master of Arts in Teaching Degree with Entitlement to Type 09 Secondary Certification EDU 502 Introduction to Teaching (3) EDU 520 Educational Psychology (3) SPED 522 Exceptional Students: Characteristics and the Special Education Process (3) EDU 523 Teaching in Diverse Classrooms (3) EDU 532 Tools and Techniques in Assessment (3) EDU 535 Reading in the Content Areas for Middle Level and Secondary EDU 560 Integrating Technology Into the Curriculum (3) EDU 570 Philosophy and Psychology of Middle Level Education (3) EDU 571 Curriculum Design and Instructional Strategies for Middle Level EDU 611 History and Philosophy of American Education (3) SPED 656 Collaboration and Adaptation in General Education Settings (2) EDU 688 Secondary Methods and Curriculum Planning (2) 2 3

3 EDU 684 Methods of Teaching English Language Arts, Middle and Secondary (2) or EDU 685 Methods of Teaching Social Science, Middle and Secondary (2) or EDU 690 Methods in Teaching Science, Middle and Secondary (3) or EDU 693 Methods in Teaching Math, Middle and Secondary (3) EDU 701* Clinical Practice Secondary (5) EDU 703 Clinical Practice Seminar Secondary (1) *Candidates register for the capstone course EDU 701 and concurrent seminar EDU 703 when all professional education course work, field experiences, general education competencies, content-area course work and the content-area test are completed successfully. EDU 701 and EDU 703 each require a full semester commitment. Core Curriculum for the Master of Arts in Teaching Degree with Entitlement to Type 10 K-12 Certification EDU 502 Introduction to Teaching (3) EDU 520 Educational Psychology (3) SPED 522 Exceptional Students: Characteristics and the Special Education Process (3) EDU 523 Teaching in Diverse Classrooms (3) EDU 532 Tools and Techniques in Assessment (3) EDU 535 Reading in the Content Areas for Middle Level and Secondary EDU 560 Integrating Technology into the Curriculum (3) EDU 570 Philosophy and Psychology of Middle Level Education (3) EDU 571 Curriculum Design and Instructional Strategies for Middle Level EDU 611 History and Philosophy of American Education (3) SPED 656 Collaboration and Adaptation in General Education Settings (2) EDU 686 Methods of Teaching Foreign Language (K 12) (3) or EDU 687 Methods of Teaching Art (K 12) (3) EDU 688 Secondary Methods and Curriculum Planning (2) EDU 703 Clinical Practice Seminar Secondary (1) EDU 706 Clinical Practice for K 12 Art or EDU 706 Clinical Practice for K 12 Foreign Language (5) *Candidates register for the capstone course EDU 706 and concurrent seminar EDU 703 when all professional education course work, field experiences, general education competencies, content-area course work and the content-area test are completed successfully. EDU 706 and EDU 703 each require a full semester commitment. EDU 502 Introduction to Teaching (3) This course introduces candidates to the field of teaching through classroom and field experiences. Candidates receive an overview of topics designed to help them examine, test and clarify their commitment to pursuing teaching as a profession. The course includes the study of current trends and issues in American education, the demands of teaching in a diverse society, and the challenges of teaching students with different abilities and learning styles at the elementary, middle, and secondary levels. Candidates will gain a basic understanding of lesson planning and instructional strategies to help maximize student learning. Candidates are introduced to the Illinois Professional Teaching Standards and Common Core Standards. Candidates will begin their professional portfolios that they will update throughout the program to meet program benchmarks. NOTE: Candidates are required to earn 25 clock hours of field experience to complete this course. This course is a prerequisite for other program courses and must be completed no later than the third course in the program. EDU 520 Educational Psychology (K 12) (3) This course focuses on the concepts and principles of human development, motivation and learning theories (K 12). While the course is theoretical in nature, candidates also explore the application of theory to classroom practice. A particular focus is placed on the developmental characteristics and the nature and needs of elementary, middle/early adolescent and secondary learners. Candidates also examine current challenges facing teachers in increasingly diverse classrooms in today s schools. They learn to apply this foundational knowledge in instructional situations in elementary, middle and secondary school settings to meet individual student needs. Candidates examine current research and journal articles to develop an awareness of the resources available to support teaching. NOTE: Candidates are required to earn 25 hours of field experience to complete this course. This course is a prerequisite for other program courses. EDU 523 Teaching in Diverse Classrooms (3) In this course, candidates examine the growing diversity within schools and classrooms. Candidates learn that culture, ethnicity, gender, socioeconomic status, language ability, and exceptionality are, in complex ways, potentially powerful variables in the learning processes of individual students. Candidates gain knowledge of how to differentiate curriculum and instruction to meet student needs by adapting and modifying what they teach and how they teach. Candidates become more culturally competent and skilled in communicating with and instructing students from different cultural norms. Candidates learn effective and wide-ranging strategies to maximize the learning experiences in diverse classrooms. Prerequisites: EDU 502, EDU 520, EDU 611, SPED

4 EDU 532 Tools and Techniques in Assessment (3) This course examines assessment both in the context of educational decisionmaking and as a tool for enabling students to gain an understanding of the meaning of academic success. The topic is presented with a balanced perspective that emphasizes that no single assessment methodology is inherently more or less appropriate than another. Candidates examine various types of assessments and examine how they can be aligned with course objectives and instructional standards. They then construct assessments to demonstrate the knowledge they have gained. Candidates also examine issues related to standardized testing and methods for reporting student achievement. Prerequisites: EDU 502, EDU 520, EDU 611, SPED 522. EDU 533 Reading and Writing Instruction and Improvement (3) In this course, candidates focus on the improvement and facilitation of developmental reading and writing instruction at the K-12 levels. Using a balanced perspective, candidates discuss theoretical models and philosophies of reading and writing instruction and their applicability in the classroom setting. Integration of listening, speaking and children s literature also will be addressed. Candidates explore a variety of assessment and feedback practices, diverse instructional strategies, materials, software, and reading and writing in the content areas. The content of this course addresses Illinois Reading Specialist Standards 1, 2, 4, and 8, and Core Language Arts Standards for All Teachers 1, 2, and 3. NOTE: Candidates are required to earn 25 hours of field experience to complete this course. EDU 535: Reading in the Content Areas for Middle Level and Secondary In this course, candidates focus on how to facilitate and improve reading, writing, vocabulary, and study skills in the content areas. Candidates investigate research and classroom practice and their applicability to expository text. They examine assessment practices, instructional methods and materials, and media and technology in the content areas. They learn to assist learners with diverse abilities and backgrounds, and analyze content area texts for readability levels and social and cultural perspectives. Candidates collaborate with a classroom teacher in the development of a content area unit and teach one of their lessons to the class. The course content will address Illinois Reading Specialists Standards 1,2,4,5, and 8; Core Language Arts Standards for All Teachers Standards 1,2, and 3; and IRA 2003 Standards: 2.1, 2.2, 3.1, 4.1, 5.1, 5.3. NOTE: candidates are required to earn 25 hours of field experience to complete this course. EDU 560 Integrating Technology Into the Curriculum (3) This course provides a hands-on approach to integrating technology into educational settings. Candidates create instructional tools for meeting the needs of diverse learners and administrative tools for communications and managing classroom responsibilities. Candidates also explore techniques for enabling K-12 students to use technology for academic purposes. This course also includes evaluation of instructional software and web-based resources, and the effective integration of technology into instructional units. Candidates develop websites and WebQuests. EDU 566 Teaching Mathematics for Elementary and Middle Level This course provides candidates with a vision for and an understanding of elementary and middle level mathematics curricula based on the Illinois Professional Teaching Standards, the Illinois Learner Outcomes Standards and the standards recommended by the National Council for Teachers of Mathematics. Candidates examine and evaluate issues in the field, including curriculum patterns, learning resources, instructional materials, techniques for integrating mathematics across the curriculum, and reading and writing for mathematics. Candidates study and demonstrate strategies and techniques for teaching diverse learners. They examine differentiated instructional approaches to accommodate learning needs. Candidates prepare lesson plans, level-appropriate mathematics units, assessment strategies, and learn how to integrate technology into the curriculum. Note: Candidates are required to earn 25 hours of field experience to complete this course. EDU 567 Teaching Science for Elementary and Middle Level Teachers (2) This course provides the candidate with a vision for and an understanding of elementary and middle level science curricula reflected in the Illinois Professional Teaching Standards and Illinois Learner Outcomes Standards. Candidates examine and evaluate issues in the field, including curriculum patterns, learning resources, instructional materials, and computer technology. They learn strategies for teaching science, for assessing student learning, and for integrating science experiences across the curriculum. Candidates will prepare lesson plans and design level-appropriate science units to accommodate all students. EDU 570 Philosophy and Psychology of Middle Level Education (3) In this course, candidates explore the physical, cognitive, social, emotional, and moral characteristics of middle level students as a basis for understanding how 6 7

5 these students function in the educational setting and how teachers can respond appropriately to their diverse needs. Candidates review the philosophical and psychological frameworks of middle level education and investigate social issues affecting adolescents. EDU 571 Curriculum Design and Instructional Strategies for Middle Level As members of an interdisciplinary team, candidates in this course engage in a collegial process to plan instructional units that satisfy the Illinois Professional Teaching Standards. Candidate teams prepare and present integrated curriculum units with level-appropriate strategies and materials that meet the diverse and developmental learning needs of middle level students. To complete their units, candidates design both formal and informal assessments to support the continuous development of young adolescents. In this course, candidates will explore and apply strategies for teaching reading in the content areas. NOTE: Candidates are required to earn 25 hours of field experience to complete this course. EDU 573 Teaching Social Science for Elementary and Middle Level Teachers (2) This course provides the prospective teacher with a vision for and an understanding of elementary and middle level social science curricula reflected in the Illinois Learner Outcomes Standards. Participants will examine and evaluate issues in the field, including curriculum patterns, learning resources, instructional materials, and computer technology. They learn strategies for teaching social science, for assessing student learning, and for integrating social science experiences across the curriculum. They also study how to teach reading and writing for social science and to make accommodations to meet individual student needs. They will explore the demands of teaching in a diverse society and differentiate instructional methods required to accommodate the individual needs of students. Candidates will prepare lesson plans and design level-appropriate social science units. EDU 611 History and Philosophy of American Education (3) In this course, candidates study the historical and philosophical aspects of American education as a basis for understanding the contemporary importance of schools in the national and community life of a diverse society. Candidates examine educational trends from a historical perspective and complete their initial professional philosophy statement. NOTE: This course must be completed as one of the first three courses in the program. EDU 684 Methods of Teaching English Language Arts (2) This course focuses on middle and secondary level teaching methods reflected in the Illinois Professional Teaching Standards, Illinois Learner Outcomes Standards, and Content-Area Standards. Candidates prepare, examine, and evaluate curriculum, learning resources, instructional strategies, and assessment. The demands of teaching in a diverse society and with differentiated instructional methods required to accommodate individual needs of students in language arts classes are explored. Candidates prepare lesson plans and design level-appropriate units for intermediate and secondary level language arts students that include strategies, learning resources, and assessments. EDU 685 Methods of Teaching Social Science (2) This course focuses on middle and secondary level teaching methods reflected in the Illinois Professional Teacing Standards, Illinois Learner Outcomes Standards and Content-Area Standards. Candidates will prepare, examine, and evaluate curriculum patterns, learning resources, instructional strategies, and assessments. The demands of teaching in a diverse society and with differentiated instructional needs of students in social science classes are explored. Candidate prepare lesson plans and design level-appropriate units for intermediate and secondary level social studies students that include choice of stragies, learning resources, and assessment tools. EDU 686 Methods of Teaching Foreign Language (K 12) (3) This course focuses on methods of teaching foreign language in K 12, reflected in the Illinois Professional Teaching Standards and Illinois Learner Outcomes Standards and Content Area Standards. Candidates examine and evaluate curriculum and learning resources, instructional strategies, and assessment. Candidates prepare lesson plans and design level-appropriate units for teaching the target language to K 12 students. Methods that focus on integrating reading, writing, hearing and speaking the target language will be stressed during each class. The demands of teaching in a diverse society and differentiated instructional methods required to accommodate individual needs of K 12 students in foreign language classes are analyzed. EDU 687 Methods of Teaching Art (K 12) (3) This course focuses on methods for teaching art, K 12, reflected in the Illinois Professional Teaching Standards, Illinois Learner Outcomes Standards, and Content-Area Standards. Candidates examine and evaluate curriculum and learning resources, instructional strategies, and assessment. The demands of 8 9

6 teaching in a diverse society and differentiated instructional methods required to accommodate individual needs of students in art classes are explored. Candidates prepare lesson plan and design level-appropriate units for K 12 art students. EDU 688 Secondary Methods and Curriculum Planning (2) This course focuses on current issues related to secondary curriculum planning in relation to the Illinois Professional Teaching Standards, Illinois Learner Outcomes Standards and Content-Area Standards. Candidates explore curriculum models and implementation cycles and how resources and community expectations impact them. They also account for the effects of globalization and technology. Candidates design curriculum units to meet diverse student needs. Prerequisites: EDU 502, EDU 520, EDU 570,EDU 611, SPED 522 EDU 690 Methods in Teaching Science Middle and Secondary (2) This course focuses on middle and secondary level teaching methods reflected in the Illinois Professional Teaching Standards, Illinois Learner Outcomes Standards, and Content-Area Standards. Candidates prepare, examine, and evaluate curriculum, learning resources, instructional strategies, and assessment. The demands of teaching in a diverse society and with differentiated instructional methods required to accommodate individual needs of students in science classes are explored. Candidates develop an understanding of laboratory practices, ethical treatment of animals and safety requirements. Candidates prepare lesson plans and design level-appropriate units for intermediate and secondary level science students that include strategies, learning resources, and assessments. EDU 693 Methods in Teaching Math Middle and Secondary (3) This course focuses on middle and secondary level teaching methods reflected in the Illinois Professional Teaching Standards, Illinois Learner Outcomes Standards, and Content-Area Standards. Candidates prepare, examine, and evaluate curriculum, learning resources, instructional strategies, and assessment. The demands of teaching in a diverse society and with differentiated instructional methods required to accommodate individual needs of students in mathematics classes are explored. Candidates prepare lesson plans and design level-appropriate units for intermediate and secondary level mathematics students that include strategies, learning resources, and assessments. EDU 700 Clinical Practice Elementary (5) This capstone field work experience is completed as the final phase for fulfilling requirements for Illinois Type 03 Initial Elementary Teacher Certification with the Middle School Endorsement. Candidates must apply for and be accepted into this full semester of fieldwork. The School of Education makes all placements in approved schools. Clinical practice is completed under the cooperation and supervision of a mentor teacher and university field supervisor. Candidates demonstrate their knowledge and skills in the art and science of teaching through performance in an elementary or middle level classroom. Classroom evaluation focuses on assuring that the candidate in his or her classroom meets the appropriate content area standards and the Illinois Professional Teaching Standards. Candidates implement a teacher work sample in this clinical site Prerequisite: Acceptance into Clinical Practice is based on completion of all coursework and fullfillment of School of Education criteria. NOTE: EDU 702 Clinical Practice Seminar - Elementary is taken concurrently. EDU 701 Clinical Practice Secondary (5) This capstone fieldwork experience is completed as the final phase for fulfilling requirements for Illinois Type 09 initial secondary teacher certification with the Middle School Endorsement. Candidates must apply for and be accepted into this full semester of fieldwork. The School of Education makes all placements in approved schools. Clinical practice is completed under the cooperation and supervision of a mentor teacher and university field supervisor. Candidates demonstrate their knowledge and skills in the art and science of teaching through performance in a secondary level classroom. Classroom evaluation focuses on assuring that the candidate in his or her classroom meets the appropriate content area standards and the Illinois Professional Teaching Standards. Candidates implement a teacher work sample in this clinical site. Prerequisite: Acceptance into Clinical Practice is based on completion of all coursework and fulfillment of School of Education criteria. NOTE: EDU 703 Clinical Practice Seminar Secondary is taken concurrently. EDU 702 Clinical Practice Seminar Elementary (1) This seminar is taken concurrently with EDU 700. It is designed to encourage candidates to discuss collegially the demands of clinical practice and teaching at the elementary or middle level and to explore ways to meet individual student needs. Candidates submit their final professional portfolio based on the Illinois Professional Teaching Standards and the Association of Childhood Education International (ACEI). They also prepare a professional resume, professional philosophy statement, and a professional development plan. EDU 703 Clinical Practice Seminar Secondary (1) This seminar is taken concurrently with EDU 701. It is designed to encourage candidates to discuss collegially the demands of clinical practice and teaching at the secondary school level and to explore ways to meet individual student needs

7 Candidates submit their final professional portfolio based on the appropriate content area standards and Illinois Professional Teaching Standards. They also prepare a professional resume, professional philosophy statement, and a professional development plan. EDU 706 Clinical Practice K 12 Foreign Language (5) Candidates seeking certification to teach foreign languages complete this capstone fieldwork experience as the final phase for fulfilling Illinois State Board of Education requirements for an initial Type 10 foreign language certificate with middle school endorsement. Candidates must apply for and be accepted into this full semester of fieldwork. The School of Education makes all placements in approved schools. Clinical practice is completed under the cooperation and supervision of a mentor teacher and university field supervisor. Candidates demonstrate their knowledge and skills in the art and science of teaching through performance in foreign language classrooms. Classroom evaluation focuses on assuring that the candidate in his or her classroom meets the appropriate content area standards and Illinois Professional Teaching Standards. Candidates implement a teacher work sample in this clinical site. Prerequisite: Acceptance into Clinical Practice is based on completion of all coursework and fulfillment of School of Education criteria. NOTE: EDU 703 Clinical Practice Seminar Secondary is taken concurrently. and behavior interventions as well as universal design for instruction. Additional elements of this course include coverage of instructional supports and interventions for ELL students and for students with disabilities within the general education setting. The process of examining the learning environment and classroom demands combined with the learning characteristics of the students for the purpose of selection of appropriate strategies and materials will be studied. Techniques for modifying instructional methods, curricular materials and the environment as well as modifications of state and local assessments will be investigated. Collaboration will be practiced and experienced through involvement in exercises and projects within this course. SPED 522 Exceptional Students: Characteristics and the Special Education Process In this course candidates study the psychology and characteristics of exceptional students, grades preschool through high school, and access to services in a variety of school settings. Consideration of the impact of disabilities on development, learning, and communication processes is also addressed. A major portion of this course focuses on the special education process including laws, rules, regulations, procedural safeguards as well as development of IEPs and Behavior Management Plans. Candidates become familiar with their role in working with exceptional students, their families and special education service providers. SPED/ECE 656 Collaboration/Adaptation in General Education Settings (2) In this course candidates will examine the importance and process of collaboration with family, classroom teachers, paraeducators, paraprofessionals and other school and community personnel in integrating individuals with disabilities and special learning needs into various social and learning environments. Candidates will examine the Response to Intervention (RTI) model, teacher roles and responsibilities in the Response to Intervention process for both academics and behavior, evidence based practice for students with and without disabilities, including Positive Behavior Intervention Supports and other Tier 1 academic

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