| ECE-Early Childhood Education |
| |
| ECE202 |
Developmental Theory and Practice |
| Students will examine theories of child development, perspectives of the developing child, and current practices in the early childhood education field. Issues of health, nutrition, outdoor play, group management techniques, and planning for the individual child will be researched using the Internet. Current multicultural perspectives and research for children birth to age 8 will be investigated with fieldwork included. Prerequisite: A course in developmental psychology. 5 quarter hours |
| |
| ECE205 |
Child Study I: Infant and Toddler |
| This course is one in a series of three designed to introduce students to the Early Childhood profession. Students will observe in a variety of developmentally appropriate infant and toddler programs. Personal and professional reflection and growth are facilitated through journal entries, seminars, and written assignments. 35 pre-clinical hours are required. 2 quarter hours |
| |
| ECE206 |
Child Study II: Preprimary |
| This course is one in a series of three designed to introduce students to the Early Childhood profession. Students will observe in a variety of developmentally appropriate programs for children between the ages of three and five. Personal and professional reflection and growth are facilitated through journal entries, seminars, and written assignments. 35 pre-clinical hours are required. 2 quarter hours |
| |
| ECE207 |
Child Study III: Primary |
| This course is one in a series of three to introduce students to the Early Childhood profession. Students will observe in a variety of developmentally appropriate first, second, and third grade classrooms. Personal and professional reflection and growth are facilitated through journal entries, seminars, and written assignments. 35 pre-clinical hours are required. 2 quarter hours |
| |
| ECE310 |
Child, Family, and Community |
| Students in this course will examine the teacher's role in working with children within the context of family life, culture, and society. Family systems theory, diverse family structures, and effective parent-school communication are included. Multi-cultural and anti-bias issues are explored. Family intervention services for support assessment and program planning are presented. Family crisis, family stress issues, child illnesses, and special needs children are discussed in relation to educational practice. 5 pre-clinical hours are required. 5 quarter hours |
| |
| ECE315 |
History and Philosophy of Early Childhood Education |
| The historical, philosophical, and cultural foundations of early childhood education will be explored. Students will examine and evaluate program models in terms of philosophical influences. Advocacy and ethical issues will be analyzed using historical and current information from a variety of sources including the Internet. A personal philosophy of early childhood education will be written. 5 pre-clinical hours are required. 5 quarter hours |
| |
| ECE320 |
Speech and Language Development |
| Students will construct an understanding of speech and language acquisition in children from birth through eight years of age. An examination and analysis of typical, atypical and bilingual language patterns and their relationship to cognitive and social development will be included. Activities and strategies will be explored regarding early literacy and classroom intervention. Educational issues related to linguistically diverse children and families will be researched using the Internet as a resource. Appropriate field experiences are included. Prerequisite: Psychology of Early Childhood or equivalent developmental psychology course. 3 quarter hours |
|
|
| ECE325 |
Administration, Supervision and Staff Development of Early Childhood Programs |
| Designed to help nursery school and day care center administrators and those in leadership roles relating to early childhood programs. Survey of standards, licensing, development, and management of budgets. Emphasis on parent and community relationships with center programs as well as curriculum and staff development. Prerequisite: Experience in a day care center, or consent of instructor. 5 quarter hours |
| |
| ECE 330 |
Instructional Technology |
| This is an introductory survey course, with emphasis on appropriate ways to use technology across the early childhood curriculum. Students learn computer literacy and its use in Early Childhood Education through hands-on activities, such as word processing, databases, graphics and instructional software appropriate for young children, software evaluation, hardware selection, telecommunications, and integration of technology into Early Childhood Education classroom practice. Five preclinical hours are required. 3 quarter hours |
| |
| ECE340 |
Classroom Management in Early Childhood Education |
| This course is designed to present the student with a variety of resources in guiding children and managing the classroom. Theory-based strategies are presented that focus on positive guidance, prevention techniques and creating a prosocial classroom environment. Prerequisite(s): none. 5 quarter hours |
| |
| ECE405 |
Methods: Language Arts, Art, Music and Movement |
| Students in this course will apply theory to instructional methods, materials and the Illinois State Board of Education Early Learning Standards for teaching Language Arts, Art, Music and Movement to young children. Play and the active and constructive nature of learning will be emphasized. Writing and evaluating curriculum using lesson plans will be done in each content area. Adaptation for special needs and culturally diverse children will be included. Current research along with the Internet will be explored as resources. 6 pre-clinical hours are required. Prerequisite: Admission to the College of Education. 3 quarter hours |
| |
| ECE406 |
Preprimary Methods: Social Studies, Science, Math |
| Students in this course will apply theory to instructional methods, materials and the Illinois State Board of Education Early Learning Standards for teaching Social Studies, Science, and Mathematics to young children. Play and the active and constructive nature of learning will be emphasized. Writing and evaluating curriculum using lesson plans will be done in each content area. Adaptation for special needs and culturally diverse will be included. Current research along with the Internet will be explored as resources. 6 pre-clinical hours are required. Prerequisite: Admission to the College of Education. 3 quarter hours |
| |
| ECE460 |
Half-Day Preprimary Student Teaching |
| Students in this course complete a half-day experience of student teaching at the preprimary level (3-5 year olds) for ten weeks. Successful completion of this experience is based on a wide variety of competencies, including having full responsibility for a classroom over an extended period during the term, usually two weeks. Students also participate in a weekly seminar, which deals with their concerns and experiences as beginning teachers. Prerequisites: Completion of methods courses and consent of the department. 6 quarter hours |
| |
| ECE470 |
Full Day Primary Student Teaching |
| Students in this course complete a full-day experience of student teaching at the primary level (grades K-3) for ten weeks. Weekly seminars are conducted for all student teachers, and topics include problems, issues, and concerns of beginning teachers. Successful completion of this experience is based on a wide variety of competencies including full responsibility for a classroom over an extended period (at least 2 weeks) during the term. This course is the culminating experience of early childhood majors. Prerequisites: Completion of methods course work and consent of the Department. 9 quarter hours |
| |
| ECE495 |
Early Childhood/September Field Experience (0 QH) |
| This course is designed to give specific experience in the opening of a public school classroom to the senior level student. Students are to report on the first day of the Fall term and assist the cooperating teacher in preparing the learning environment. Up to 25 preclinical hours may be earned. Advisors have the option of assigning this course, if needed. (For undergraduates this course is ECE390.) |
| |
| ECE500 |
Early Childhood Instructional Methods/Kindergarten |
| This course focuses on current research, trends, and instructional methodology in the education of kindergarten-aged children. It is designed for those desiring to implement practices that reflect current research on ôdevelopmentally appropriate practice,ö and create curricula for young children that reflects the most recent research on effective schools, ôreadiness,ö anti-bias education, and the politics of educational decision making. Techniques for working with computers in kindergartens and for including children with special needs will also be examined. Prerequisite: EPS500A. 2 semester hours |
| |
| ECE501 |
Early Childhood Instructional Methods/Primary/Language Arts and Social Studies |
| This course is a comprehensive study of instructional and evaluational methods for teaching language arts and social studies in the K-3 classroom emphasizing creating a community of learners. It includes methods and technology for working with children with special needs and children in a multicultural setting. Field experiences are required. Prerequisite: EPS500A. 2 semester hours |
| |
| ECE502 |
Early Childhood Infant/Toddler Experiences |
| Students will study infants and toddlers, including the development of the self, temperamental differences, social interactions, and play development, and will also evaluate classroom management systems in a childcare setting, strategies for guidance and teaching, and interaction with diverse families and children with special needs. In addition, students will increase their skill in making observations and creating anecdotal records. Fifteen hours of observation in accredited, diverse infant-toddler setting is required, along with ten additional hours of observation of children's play: total observation hours is 25. Prerequisite(s): None. 2 semester hours. |
| |
| ECE505 |
Early Childhood Instructional Methods/Preprimary/Language Arts, Literature, Art, Music and Movement |
| This course is a survey of instructional materials and methods and supportive learning environments for teaching language arts, literature, art, music, and movement to children in pre-primary settings. Students identify, select, demonstrate, and evaluate appropriate activities and teaching strategies for infants, toddlers, and preschool-aged children. It includes discussions of multicultural education and the adaptation of the curriculum for children challenged with special needs. Ten hours of observation of children ages three to five in a university-approved site are required. Prerequisite: EPS500A. 2 semester hours |
| |
| ECE506 |
Early Childhood Instructional Methods/ Preprimary/Mathematics, Science, and Social Studies |
| This course provides survey of instructional materials and methods for teaching math, science, and social studies to young children. Students identify, select, develop, demonstrate, and evaluate appropriate activities and instructional strategies for infants, toddlers, and preschool-aged children. Students will also design and evaluate environments that support development of mathematics, scientific, and social studies concepts. Includes discussions of multicultural understandings and adaptation of experiences for children challenged with special needs. Ten hours of observation of children ages three to five in a university-approved site are required.. Prerequisite: EPS500A. 2 semester hours |
| |
| ECE510 |
Child, Family and Community |
| This course presents theoretical structures for examining the dynamics of family life and its impact on the development of children, for understanding the cultural contexts in which children live and for examining the relationship between parents, schools, and community agencies. The current status of children and their families as it relates to health, safety and child guidance, and the economic and social crises that face them will also be discussed. Students will have an opportunity to look at the personal and cultural filters through which they view children and the process of schooling. They will also have an opportunity to study existing community agencies that support children and families and to discuss the issue of public and personal advocacy. Prerequisite EPS500A or equivalent. 3 semester hours. |
| |
| ECE512 |
Early Childhood Curriculum |
| This course is designed to acquaint students with the basic concepts and principles of the early childhood curriculum. The emphasis of topics and readings is on numerous definitions of curriculum, orientations toward curriculum, curriculum models in early childhood education, and the philosophical underpinnings of approaches to teaching the young child. Emphasis is given to the concept of ôdevelopmentally appropriate practices,ö including an analysis of the historical development and current criticisms of the concept. Finally, students are taught the role of the curriculum planner and approaches to child guidance, assessment, and curriculum evaluation. 2-3 semester hours |
| |
| ECE513 |
Organization and Administration of Early Childhood Programs |
| An overview of organizational policies, procedures, and ethics of the profession as they relate to the administration of educational programs for children from birth to eight years old. Evaluates current licensing standards, laws, and regulations regarding health safety, and nutrition. Examines space and equipment usage for meeting program goals. Emphasizes the development of financial management and program evaluation skills related to overall program quality. Includes opportunities to apply key administrative/management concepts to practical experiences in the field. 3 semester hours |
| |
| ECE514 |
Social Policies and Advocacy in Early Childhood Education |
| This course provides an integrated study of the role of public policy with respect to services for young children and their families. Students will evaluate various coalition-building strategies and analyze existing political, regulatory, and legislative processes as they relate to children's issues and those concerning their families. Emphasis is on field experiences that help students develop effective advocacy skills to influence social policy at the local, state, and federal level. 3 semester hours |
| |
| ECE515 |
Financial and Legal Aspects of Child Care Management |
| This course examines the financial and legal issues pertinent to establishing and operating child and family service programs. Emphasis is given to the development of sound fiscal policy that adequately addresses the issues of quality, compensation, and affordability. The course includes a survey of laws and regulations pertaining to licensing, insurance, children's records, affirmative action and employment provisions, inclusion of special needs children, parental rights, child abuse, and custody. Students will also analyze the legal requirements and tax provisions that relate to the operation of programs with differing legal status (e.g., sole proprietorship, partnership, or a not-for-profit corporation). 3 semester hours |
| |
| ECE524 |
Fundamentals of Public Relations and Grantwriting |
| This course introduces the fundamentals of promoting and maintaining a positive public image in the community to prospective supporters, donors, and clients. It provides an overview of potential income sources as well as effective fund-raising strategies. Methods for conducting ongoing needs assessment and writing grant proposals will also be covered. Includes opportunities for students to gain proficiency in using public relations and grant-writing skills in their respective roles in different educational organizations. 3 semester hours |
| |
| ECE525 |
Strategies for Supervision and Staff Development |
| This course focuses on the human relations side of administering early childhood programs. It analyzes the objectives and functions of supervision and presents guidelines for recruiting, hiring, training, and evaluating personnel. Examines different conceptual models for understanding job satisfaction and the career stages through which teachers progress. Explores various individual and organizational strategies for reducing stress and promoting optimal performance. Provides opportunities for students to apply models of supervision and staff development in their respective educational settings. 3 semester hours |
| |
| ECE530 |
Children's Play |
| This course explores the nature of play and its role in the cognitive, social, emotional, physical, language, and creative development of children, birth through age eight. In addition, it examines the major theories of play, current research on play behavior, environments that support play, and the role of adults in facilitating play activity. Attention is given to the cultural contexts of play and the importance of play for children challenged by special needs. 2 semester hours |
| |
| ECE532 |
Advocating for Children with Special Needs |
| This course is designed to allow students to build on their knowledge about special education and to expand their understanding of the networks available for addressing the needs of the children in an early childhood setting. Knowledge areas will relate to state and federal guidelines, legal issues, interpreting IEPs and IFSPs, and identifying the characteristics of children with special needs. Community networks will be analyzed for their ability to meet the needs of young children, and to serve an advocacy role for families of children with special needs. Classroom management, staff development, and teacher support will be discussed. The students enrolled in this course will determine the special needs discussed in the class. 2 semester hours |
| |
| ECE534 |
Technology in Child Care Administration |
| This course provides an introduction to computer technology as an administrative tool in the management of child care programs. Participants will learn how to select computer systems for their organization and develop criteria for choosing hardware, software, and peripherals. Hands-on experience in word processing, spreadsheets, presentation graphics, and database management software will be provided. Also included will be an introduction to the Internet and electronic networking as well as a discussion about legal, ethical, and equity issues as they relate to technology. Previous experience with computers is not necessary. 2 semester hours. |
| |
| ECE535 |
Technology in Child Care Administration II |
| This course provides intermediate instruction to computer technology as an administrative tool in the management of child care programs. Participants will learn the higher-level features of operating systems, word processing, spreadsheets, presentation graphics, and database management software. In addition, students will be shown extensive searching techniques for locating and sharing child care information by accessing the Internet. They will also be introduced to personal management, desktop publishing, and photo editing software. The course will conclude with a demonstration of additional hardware devices (e.g., scanners, digital cameras) that compliment several of the software packages previously discussed. Prior knowledge of and experience with computers will be required. 2 semester hours |
| |
| ECE536 |
The Director as Child Care Advocate |
| This course will provide an overview of the legislative process at the federal and state levels and suggest ways that early childhood directors can effectively lobby for change. Current state and national legislative issues pertaining to the health, education, and welfare of children will be discussed as well as recent activities of prominent advocacy organizations. A field experience will provide the opportunity to implement a child advocacy action plan. 1-2 semester hours |
| |
| ECE538 |
The Early Childhood Administrator: Individual and Organizational Perspectives |
| This course will examine key issues in adult development and socialization as they relate to the early childhood administrator's professional life and growth. Life-span and life-course literature from the fields of psychology, sociology, and anthropology will provide the theoretical framework. Topics covered will include personal dispositions and temperament, ethics and moral development, role perception and role stress, crisis and transition, autonomy vs. inclusion, and the changing nature of relationships over the life-span. The analysis, application, and integration of these themes will be done through narrative journal reflections, metaphoric analysis, and dialogue. 2 semester hours |
| |
| ECE540 |
Grantwriting and Fundraising for Early Childhood Programs |
| This course will examine grantwriting and fundraising as an integral part of an organization's strategic plan. Participants will develop short-range and long-range fundraising goals as they relate to program mission and philosophy. Topics included will be potential revenue sources and effective fundraising strategies for early childhood programs. Students will learn the components of an effective grant proposal and the reasons why many proposals fail to get funded. Field experiences will provide an opportunity for students will gain proficiency in conducting a fundraising event or writing a grant proposal for their early childhood program. 1-2 semester hours |
| ECE542 |
Public Relations and Marketing of Early Childhood Programs |
| This course introduces the fundamentals of effective marketing, the strategic marketing process, strategic marketing planning, and the components of an organization's marketing program. The importance of promoting and maintaining a positive public image to parents, supporters, and prospective donors will be stressed. Included will be strategies for writing effective promotional literature, handbooks, newsletters, and press releases. Field experiences will provide an opportunity for students to develop a strategic marketing plan for their early childhood center. 1-2 semester hours |
| |
| ECE544 |
Early Childhood Environments: Design & Facilities Management |
| This course focuses on the physical environment of child care centers and how facility design affects the behavior of both children and adults. The principles of environmental psychology will provide the framework for assessing both indoor and outdoor environments. Topics also include health and safety considerations and the importance of implementing effective facility management systems. Field experiences will provide an opportunity for students to evaluate design elements of different facilities. 1-2 semester hours |
| |
| ECE545 |
Strategies for Effective Coaching and Mentoring |
| This course provides structured opportunities to build and refine mentoring and coaching skills. Students will learn the elements of effective coaching including goal alignment, active listening, asking questions, and giving feedback. The course examines how different communication styles impact interpersonal relationships both on and off the job. Special emphasis is given to issues relating to workplace diversity and their impact on the early childhood leader's role as mentor and coach. A clinical experience is included. 2 semester hours. |
| |
| ECE546 |
Presentation Skills for Early Childhood Leaders |
| This course provides the essentials tools early childhood leaders need for planning and presenting high-impact workshops and formal presentations. Students will learn how to develop training objectives, sequence ideas, prepare visuals, set up the learning environment, and organize presentation materials. Emphasis will be given to delivering presentations with clarity, poise, and confidence. 2 semester hours |
| |
| ECE569 |
Portfolio Development for Subsequent Certificates |
| This is the initial course designed for teachers currently certified in Illinois who wish to secure a subsequent Illinois certificate in early childhood education; A portfolio documenting knowledge and experiences encompassing the certification standards for the certificate being sought will be created. This course is required for all candidates seeking subsequent certificates through the focused program. 4 semester hours |
| |
| ECE 575 |
Subsequent Certification Practicum |
| This course is designed for teachers currently certified in Illinois who wish to secure a subsequent Illinois certificate in early childhood education. The candidate will be required to complete between 75 and 150 hours in a classroom setting that is represented in the subsequent certificate. The candidate will also meet for seminar with a faculty member in the subsequent certificate area. Enrollment in this class requires advance application and approval. 3-6 semester hours |
| |
| ECE580 |
Early Childhood Education Practicum |
| This course introduces candidates for early childhood certification to the roles and responsibilities of teachers in grades K through 3. The course combines university and field experiences focusing on active involvement with a cooperating teacher and his or her class. Candidates gain an understanding of environments that encourage learners and of the role of constructivist methods in facilitating learning, and of their own skill in working with individuals and groups in an instructional setting. This course requires 30 hours of supervised classroom work with children in a university-specified setting. 2 semester hours. |
| |
| ECE582C |
Workshop/ECE/Early Childhood Program Evaluation |
| Evaluation has assumed increased importance in early childhood education as program accountability has become a dominant theme for funding agencies. This course is designed for directors and administrators of early childhood programs who want to become better acquainted with the methodology of evaluating and improving programs through action research. It will provide an overview of the role and purpose of evaluation as well as firsthand field experience in using three instruments to assess program quality. 2 semester hours |
| |
| ECE582D |
Workshop/ECE/The Administration of School-Age Child Care Programs |
| This workshop examines the characteristics of quality programming for school-age child care. The advantages and disadvantages of different community models as well as funding and implementation issues relating to the management of school-age child care programs will be addressed. Students will gain field experience assessing the quality of school-age child care programs using one of several program evaluation instruments. This workshop may span more than one quarter. 2 semester hours |
| |
| ECE582E |
Workshop/ECE/Implementing a Family Responsive Program |
| This workshop examines the social, economic, and technological factors which impact upon families in contemporary society and the role of child care centers in supporting these families. Topics will include the director's role in achieving and maintaining quality, the principles of family friendly service, and Total Quality Management as it relates to family responsive policies and practices. Emphasis will be given to developing a mission statement as well as marketing, recruitment, and enrollment literature that promotes a positive family responsive image. Field experiences will assist students in exploring innovative ways to make their centers a part of a community-wide support system for parents. This workshop may span more than one quarter. 2-3 semester hours |
| |
| ECE582F |
Workshop/ECE/The New Director |
| This workshop provides an overview of organizational policies and procedures as they relate to the administration of educational programs for young children from birth to eight years of age. It is designed for new directors or assistant directors of early childhood programs. Topics include current licensing standards, laws, and regulations regarding health, safety, and nutrition. Issues pertaining to the use of space and equipment, financial management, and program evaluation will also be covered. Includes opportunities for students to apply key administrative/management concepts to practical experiences in the field. 2-3 semester hours |
| |
| ECE582G |
Workshop/ECE/Writing and Editing for Effective Communication |
| This workshop is designed for early childhood program administrators who want to improve their written communication. Participants will learn how to increase the readability, emphasis, and appeal of letters, memos, reports, handbooks, and promotional literature. A review of grammar, APA format, and editing symbols will also be included. 1 semester hour |
| |
| ECE582H |
Workshop/ECE/The Art of Leadership: A World View |
| This workshop provides a structured opportunity for participants of the World Forum in Early Care and Education to meet together to reflect on their connections, experiences, and insights gained from the conference. Topics will include cross-cultural approaches to the delivery of center-based early childhood services, contrasting leadership models, variations in training and staff development, financing of early childhood programs in different countries, and the impact of violence, deprivation, poverty and Aids on children living in different parts of the world. 3 semester hours |
| |
| ECE582I |
Workshop/ECE/Administration/Leadership Connections |
| This workshop provides a structured opportunity for participants of the Leadership Connections Directors' Conference to reflect on the knowledge, experience, and insight gained from the conference and to achieve specific competencies required for the Illinois Director Credential. Attendees will have the opportunity to attend a policy forum, skill-building clinic, and seminar on focused topics relating to the competency areas addressed in the Illinois Director Credential. During an online discussion group following the conference, participants will share the outcomes of a field project relating to their area of concentration. This workshop may be taken more than once. 2-6 semester hours |
| |
| ECE582J |
Workshop/ECE/The Administration of Infant/Toddler Programs |
| This workshop examines the characteristics of high-quality care and education for infant and toddler center-based programs. A model for integrating developmental theory with best practices for infants and toddlers will be presented. The unique needs of infant/toddler teachers will be addressed along with administrative supports needed to maintain high-quality programming. This workshop may span more than one quarter. 2 semester hours |
| |
| ECE584A |
Workshop/ECE/Multicultural and Anti-Bias Education |
| This workshop will assist early childhood educators in assessing and developing multicultural and anti-bias curriculum for their classrooms and programs. The meaning and context for multicultural and anti-bias education will be presented and explored with critical thinking and personal self-reflection utilized as the primary tools of evaluation. Historical, personal, and social implications of multicultural and anti-bias education will be examined. Participants will be encouraged to creatively brainstorm their own personal and professional motivations toward the topic. 1 semester hour |
| |
| ECE585R |
Workshop/ECE/The Reggio Emilia Approach |
| This workshop covers the fundamentals of the Reggio Emilia approach. Themes include: images of the child; collaboration between teachers, children, parents, and community; and planning using an emergent curriculum. Adaptations inspired by Reggio Emilia will also be covered. 2 semester hours |
| |
| ECE590 |
Student Teaching in Early Childhood Education |
| The student teaching experience provides an opportunity to develop and refine teaching skills with children from birth through eight years of age. Placement is made in consultation with the faculty advisor in accordance with student's career goals and experience. Supervised experiences must be in approved programs. Students should make arrangements with their faculty advisor for placement two quarters before registering for student teaching credit. Prerequisites: Degree status, completion of methods course work and preclinical hours, and consent of department. 2-5 semester hours |
| |
| ECE593 |
Seminar in Early Childhood Education |
| This course is a culmination of advanced-level course work in early childhood education. It is designed to advance the research, inquiry, writing, and presentation skills of students as they prepare an extensive paper on a topic of their choice and make oral presentations of their findings. Their topic must have relevance to practitioners and leaders in the field of early childhood. In addition, students will discuss the theoretical foundations of practice, current issues, and recent research in the field. 2 semester hours |
| |
| ECE594 |
Independent Study/Early Childhood Education |
| Provides students in degree programs an opportunity to pursue advanced scholarly study in special areas of early childhood education or to investigate practical problems relating to early childhood programs. Must be done under supervision of a full time faculty member. 1-3 semester hours |
| |
| ECE596 |
Early Childhood Education/ Primary/Full Day Student Teaching |
| Students in this course complete a full-day experience of student teaching at the primary level (grades K-3) for ten weeks. Weekly seminars are conducted for all student teachers and address problems, issues, and concerns of beginning teachers. Successful completion of this experience is based on a variety of competencies, including full responsibility for a classroom for at least 2 weeks. 5 semester hours |
| |
| ECE597 |
Early Childhood Education/ Preprimary/Half Day Student Teaching |
| This course provides a full morning or full afternoon in a preprimary classroom (birth to prekindergarten) for ten weeks. Weekly seminars are conducted for all student teachers and address problems, issues, and concerns of beginning teachers. Successful completion of this experience is based on a variety of competencies, including full responsibility for a classroom for at least 2 weeks. 3 semester hours |
| |
| ECE598A/B |
Resident Teacher Internship A/B |
| This internship is required for all candidates with a Resident Teacher Certificate. The seminar provides the candidates an opportunity to describe and reflect upon their knowledge, skills, and dispositions for teaching; to evaluate and integrate theory and practice; to examine implications of practice for themselves, students and community; and to develop an understanding of the multiple roles of teachers. Also, each candidate is mentored in the classroom by an experienced, certified teacher and a university supervisor. Candidates enroll in the internship for two semester hours for six consecutive terms (12 semester hours) during their first two years of teaching. Prerequisite(s): *Employed as a teacher in a partnership district *Admitted to the Resident Teacher Program in the area in which they are seeking certification and degree *Hold a Resident Teacher Certificate Resident teachers must successfully complete (grade of B or higher) all coursework in terms 1, 2, and 3; Resident Teacher Internship A; have satisfactory district-level evaluations; and pass the appropriate ISBE content area test to continue into terms 4, 5, and 6 and Resident Teacher Internship B. A grade of X is assigned for the first two terms and a letter grade is assigned for the third term [and replaces the X] for each separate internship year. 2 semester hours per term for two years, (6 semester hours per year for a total of 12 semester hours) |
| |