Scholarship Leadership Service - Dominican University

Teach 

Scholarship Leadership Service 

Dominican University School of Education 2008 - 2010 

Inspired minds. Amazing possibilities.

Parmer Hall, the home of the School of Education on the main campus of Dominican University 

Board of Trustees 

Mary E. Callow ’67, Chair 

Richard M. King MBA ’83, Vice Chair 

Kathleen Ashe, OP ’52 

Donna M. Carroll, Ex Officio 

Caroline Sanchez Crozier ’79 

James P. Donahugh 

Michael J. Furey MBA ’81 

Paul C. Gearen 

William P. George, Faculty Trustee 

Michelle Germanson, OP 

Daniel C. Hill 

Richard J. Jasculca 

Judy Jewison, OP ’76 

Michael E. Kelly 

Timothy G. Kelly ’82 

Kevin M. Killips ’79 

Lily Elizabeth Li 

Emily Marxer, Student Trustee 

Eugene T. McEnery, MD 

Martin J. Noll 

Raymond C. Parmer 

Raymond J. Reid 

Nancy Collins Rodriguez ’67 

Daniel M. Romano 

M. Catherine Crowley Ryan ’61 

Judy Scully ’66 

Susan L. Secker ’67 

Jacqueline Shaffer Silveri ’83 

R. Matthew Simon 

Sherry S. Treston ’72 

Carolyn J. Noonan Parmer ’52, Trustee Emerita 

M. James Termondt, Trustee Emeritus 

Our Mission 

As a Sinsinawa Dominican-sponsored institution, 

Dominican University prepares students 

to pursue truth, to give compassionate service 

and to participate in the creation 

of a more just and humane world. 

Non-Discrimination Policy 

Dominican University affirms the salutary role of diversity in enriching the learning experience 

for all and in preparing all members of the community for the multicultural world in which we 

live. The university recognizes that educational excellence requires a curriculum sensitive to 

the diversity of American society and a diverse student body, faculty and staff. It is, therefore, 

university policy that affirmative action is taken. 

Dominican University does not discriminate on the basis of race, color, gender, religion, national 

or ethnic origin, disability, age, marital status or sexual orientation.

CONTENTS 

Teach 

WELCOME TO DOMINICAN 2 

CONCEpTuAL frAMEWOrk 4 

GrADuATE prOGrAMS 8 

ACADEMIC pOLICIES 30 

ADMINISTrATION AND 

fACuLTY 40 

COurSE DESCrIpTIONS 45 

AppLICATION fOr ADMISSION 68 

rECOMMENDATION fOrMS 71 

INDEX 77 

LOCATIONS 80

each 

Tguide 

guide 

WElcomE To DomiNicaN UNivErSiTy ScHool of EDUcaTioN 

It is a pleasure to welcome you to the School of Education and to introduce you to 

our excellent faculty and quality administrative and teacher education programs. 

When you select a career in education, you enter an exciting and challenging 

profession. Preparing you for this career is a responsibility that we take seriously. Our 

graduate education programs are built on a solid academic foundation, which integrates 

the core values of rigorous scholarship, collaborative leadership and a commitment to 

service. Every program includes both a theoretical base and an intensive practicum 

experience. We have developed professional partnerships with school districts to provide 

our candidates with the opportunity to work in a classroom under the supervision of an 

experienced master teacher while they are taking courses in their academic program. 

The primary benefit of these experiences is that candidates receive a broad picture of 

the day-by-day activities and responsibilities within a school setting. 

School of Education faculty are contemporary researchers excited about new ideas 

who invite our graduate candidates to join them in searching for truth within an 

atmosphere of critical inquiry and respect for divergent opinions. They are active in their 

professional organizations and are honored by these organizations for their contributions 

to their respective academic fields. Faculty use a multi-media approach to instruction 

that incorporates state-of-the-art technology advancements. Excellence in teaching is a 

hallmark of the Dominican University School of Education. 

Diversity is at the heart of the university. School of Education candidates consist, 

primarily, of adults with varied backgrounds who are balancing full-time professional 

responsibilities and family obligations with academic studies. To meet their needs, we 

offer courses at convenient times and in multiple locations in River Forest, Palos Hills 

and Lake County. All candidates have full-time faculty as advisors who assist them in 

setting their academic goals and focusing on a graduate program which satisfies their 

professional expectations. 

Alumnae/i of the School of Education are successful, caring educational administrators 

and inspiring classroom teachers who are sought by both urban and suburban school 

districts. They engage in scholarship with their colleagues and assume leadership roles 

within their schools to support optimal academic achievement for the children and 

young people whom they serve. 

The School of Education is carrying the teaching tradition of the Dominican Order 

into the future. As you review this publication, you will learn more about our 

amazing programs and faculty. We invite you to join our special community of scholars 

and students. 

2 Dominican University

each 

Tguide 

CONCEPTUAL FRAMEWORK 

The School of Education, rooted in the Catholic 

Dominican tradition of excellence, will prepare 

you to make a difference in a variety of 

educational settings. In a rigorous academic 

environment permeated by a conceptual 

framework that emphasizes scholarship, 

leadership, and service, you will explore 

contemporary learning theory and apply it in 

diverse field and clinical practice placements. 

In this catalog you will learn about the mission 

and history of the university and the conceptual 

framework of the School of Education. You 

also will find descriptions of the master’s degree 

programs with certification and graduate 

endorsement and approval programs. In 

addition, you will find information about the 

graduate degree programs and coursework 

you can pursue to further your professional 

development and capacity to contribute to 

Pre-K–12 education in metropolitan Chicago and 

the nation. In the faculty section, you will meet 

the nationally and internationally recognized 

educators who will guide and collaborate with 

you in your studies. 

The School of Education is committed to 

furthering the mission of Dominican University 

by providing candidates, like you, with courses 

of studies that emphasize the acquisition of 

professional knowledge, the expansion of personal 

insight and scholarship, and personal growth in 

sensitivity to diversity. In each course, you will 

experience how the School of Education accepts 

and witnesses to the Dominican Catholic tradition 

while encouraging respect for other traditions. 

With internationally recognized School of 

Education faculty, you will prepare to be an 

educational leader today and in the future by 

exploring the latest educational research, by 

integrating instructional technologies into 

curriculums, and by developing awareness and 

sensitivity to the cultural diversity and educational 

exceptionalities of students in today’s classrooms 

4 Dominican University 

mission of the School of Education 

The School of Education, rooted in the Catholic 

Dominican tradition of excellence, prepares 

educators to make a difference by their 

commitment to fostering the values of scholarship, 

leadership, and service within themselves and 

their students. 

values 

All School of Education programs prepare 

candidates to work with diverse and ever- 

changing student populations. In this process, 

candidates learn in a mission-driven enviroment 

that fosters excellence and are supported by 

dedicated faculty who are current in their fields, 

by allocation of resources including technology, 

and ever expanding opportunities for partnerships 

that mutually serve the community and School of 

Education candidates. 

conceptual framework 

Throughout your program, the School of Education 

will immerse you in its conceptual framework of 

scholarship, leadership, and service, the core values 

of the Dominican University School of Education. 

The Dominican educator pursues these core values 

and these core values shape the expectations for 

all coursework. 

ScHolarSHiP, lEaDErSHiP aND SErvicE 

Scholarship 

Scholarship is embodied in a lifelong willingness 

to learn. It flows from intellectual curiosity and 

is marked by critical thinking. As a scholar, the 

Dominican educator recognizes that with 

knowledge comes moral responsibility. 

leadership 

In the work of teaching and learning, the 

Dominican educator, as “servant leader” seeks the 

responsibilities and opportunities of leadership 

for the sake of student learning and achievement. 

The Dominican educator empowers groups 

bringing diverse perspectives to achieve common

goals through the capacity for reflective practice, the ability to integrate 

innovation, and the skill of collaboration. 

Service 

To enable all students to achieve, the Dominican educator brings 

professional pedagogical skills, creates communities of diverse 

learners, and serves as a role model for learning. The Dominican 

educator upholds the dignity and rights of others, provides 

opportunities for all students to experience participation in a 

democratic educational setting, and is committed to making the 

world more just and humane through the ministry of education. 

GoalS 

In fostering scholarship, leadership, and service, the School of 

Education and its faculty are committed to: 

1. Align programs with standards of specialized professional 

associations and standards of the State of Illinois (scholarship) 

2. Model research-based teaching practices (scholarship, service) 

3. Promote and model respect and appreciation for diversity of all 

kinds (leadership, service) 

4. Integrate technology as a source of knowledge, tool for teaching, 

and an avenue for collaboration (leadership, service) 

5. Foster candidate understanding and application of the connection 

between theory and practice (scholarship, service) 

6. Prepare candidates to demonstrate competence in their respective 

content area (scholarship) 

7. Collaborate with the Rosary College of Arts and Sciences in 

preparation of candidates (scholarship) 

8. Challenge candidates to reflect on their teaching and learning 

experiences (scholarship, leadership) 

9. Provide field and clinical practice experiences that engage 

candidates in diverse school settings through partnerships and 

collaboration with K-12 schools (service) 

10. Develop partnerships with elementary and secondary school 

teachers and administrators who serve on the unit’s advisory 

groups (leadership) 

11. Seek out and provide service opportunities for candidates within 

and beyond school communities (service, leadership) 

School of Education 5 

coNcEPTUal framEWorK 

scholarship leadership service 

• Goals 

Josephine T. Sarvis PhD 

assistant professor of education

each 

Tguide 

CONCEPTUAL FRAMEWORK 

Emphasis on the individual 

As an adult learner, you will discover that School 

of Education courses for degree, certification 

and endorsement programs are geographically 

accessible and ordinarily meet in the evenings or 

on Saturdays at the main River Forest campus or 

at facilities in South Cook or Lake counties. The 

School of Education also often develops cohort 

programs in partnership with local school districts 

and offices of Catholic education in Chicago and 

other Illinois dioceses. 

History and accreditation 

Dominican University 

Dominican University traces its origins to the 

charter granted in 1848 by the State of Wisconsin 

to St. Clara Academy, a frontier school for young 

women founded by the Very Reverend Samuel 

Mazzuchelli, OP, founder of the Dominican 

Sisters of Sinsinawa, WI. The Italian-born 

Dominican educator drew upon the centuries-old 

intellectual traditions of his Order in planning 

what was considered in those days to be a 

“revolutionary curriculum.” 

The Sisters continued the innovative educational 

legacy of Father Mazzuchelli in 1901 when they 

founded St. Clara College. In 1922, under the 

leadership of Mother Samuel Coughlin, OP, 

the Sisters moved the institution to its current 

location in River Forest, Illinois where it was 

renamed Rosary College. The college began 

immediately instituting new programs and 

expanding its curriculum. In May 1997, Rosary 

College changed its name to Dominican University 

to acknowledge its status as a university with an 

undergraduate liberal arts college and five 

graduate schools. Through yearly mission 

integration activities, the university affirms its 

commitment to the Sinsinawa Dominican Sisters 

and to its Catholic Dominican mission. 


The School of Education 

The School of Education traces its roots to the 

teacher preparation programs offered at St. Clara 

College. Always responsive to the evolving needs 

of schools in society, the School of Education 

offers six graduate degree programs, two 

graduate non-degree certification entitlement 

programs, and four graduate programs leading 

to state endorsements. The School of Education 

also offers an on-line master’s program with 

specializations in Elementary Education, English As 

A Second Language and Reading. In collaboration 

with the Dominican University Rosary College of 

Liberal Arts and Sciences, the School of Education 

also prepares undergraduates for early childhood, 

elementary and secondary certification. 

accreditation 

Dominican University is accredited by the North 

Central Association of Colleges and Secondary 

Schools as a baccalaureate and graduate 

degree granting institution. The undergraduate 

and graduate programs of the School of Education 

are approved by the Illinois State Board of 

Education. The North Central Association 

Accreditation and State Approval recognize that 

the School of Education curriculum is grounded 

in a firm theoretical foundation and exhibits the 

highest standards of scholarship. The School 

of Education is in the process of seeking 

accreditation from the National Council for 

Accreditation of Teacher Education. 

memberships 

Dominican University is a member of: 

• American Council on Education 

• Association of American Colleges 

• Council of Independent Colleges 

• National Association of Independent 

Colleges and Universities

• Association of American Higher Education 

• Association of Catholic Colleges and Universities 

• Federation of Independent Illinois Colleges 

and Universities 

• Associated Colleges of Illinois 

• National Catholic Educational Association 

• College Entrance Examination Board 

• Illinois Association of Private Colleges for 

Teacher Education 

• Illinois Association of Colleges of 


• National Council for Accreditation of 


• Council of Exceptional Children 

• American Association of Colleges of 


“The best teachers 

teach from the heart, 

not from the book.” 

—Author Unknown 


coNcEPTUal framEWorK 


Douglas lia EdD 



each 

Tpraise 

GRADUATE 

PROGRAMS 

I enjoyed being part of 

a small community at 

Dominican and 

not just a number. 

people worked with 

you and helped you 

plan; you knew what 

to take and what to 

expect. In my job when 

something comes 

up I find myself 

remembering my 

teachers and 

thinking, I can try 

this technique or 

idea. My education 

at Dominican 

prepared me 

very well. 

DEBrA STACHON 

MSED ’01 

pre School Teacher 

rose k. Goedert 

Early Childhood 

Education Center 

river forest, IL

THE ScHool of EDUcaTioN offErS GraDUaTE 

cErTificaTioN ProGramS 

• Master of Arts in Educational Administration 

(Type 75 Certification) or the Postgraduate 

Entitlement to Type 75 Certification 

• Master of Arts in Education Reading Specialist 

Certification (Type 10) 

• Master of Arts in Teaching (Elementary Type 03 

or Secondary Type 09 Certification) 

• Teaching Certification for College Graduates 

Program (Elementary Type 03 or Secondary 

Type 09 Certification) 

• Master of Science in Education (Type 04 Early 

Childhood Education Certification) 

• Master of Science in Special Education (Learning 

Behavior Specialist I, Type 10 Certification) 

master’s Degrees Without certification 

• Master of Arts in Education (Curriculum 

and Instruction) 

•On-line Master of Arts in Education with 

specializations in Elementary Education, English 

As A Second Language, and Reading 

Endorsement and approval Programs 

Candidates who want to add an endorsement 

need a valid teaching certificate. Descriptions 

for endorsement programs appear with related 

graduate degree programs. 

• Reading Teacher Endorsement (MAED) 

• Gifted (MSSpEd) 

• Bilingual Education (MAED) 

• English As A Second Language (MAED) 

other programs 

• Undergraduate certification programs 

• Combined bachelor’s/master’s programs 

• Focused programs for professional development 

or additional certification 

• Alternative certification partnership programs 

GraDUaTE ProGramS 


• Graduate Certificate Programs 

• Graduate Admissions 

GraDUaTE aDmiSSioNS 

Admission to School of Education graduate 

programs is open to those who hold a bachelor’s 

degree with an appropriate general education 

component from an accredited college or 

university. 

General requirements 

The Admissions Committee bases its decision on 

the following elements: 

1. Grade point average of B or better on the 

official transcripts accepted. If the grade 

point average is below B, a candidate may be 

accepted conditionally for the first three courses 

and reviewed for formal acceptance after 

completing those courses. 

2. Three letters of recommendation. Letters from 

family members or current School of Education 

students are not acceptable. 

3. Assessment of written communication skills. 

4. Passing score on the Illinois Basic Skills Test. 

See page 32 for more details. 

Application and recommendation forms may 

be detached from this catalog at page 69 or 

downloaded at www.educate.dom.edu. Applicants 

must submit all admissions documents, including 

official transcripts sent directly from each college 

or university previously attended, to the School of 

Education Admissions Office, Parmer Hall 412B, 

Dominican University, 7900 West Division Street, 

River Forest, IL 60305. 

The School of Education will notify the 

applicant of acceptance soon after all documents 

are received and reviewed. Once fully accepted, 

the candidate may enroll in an initial class. 

The School of Education may allow a candidate 

for whom the test score on the basic skills test 

is pending to register for an initial class, if 

the individual’s file is otherwise complete 

and acceptable 

School of Education 9

each 

Tcounsel 


An applicant must complete the admissions 

process to the selected degree program during 

the first term of enrollment. Any exceptions 

require the approval of the Dean of the School 

of Education. Applicants have to complete 

registration before the first session of a class. 

Special requirements 

Administrative Leadership 

Applicants for the Master of Arts in Educational 

Administration with Entitlement to Type 75 

Certification or Post-graduate Entitlement to Type 

75 Certification programs must have completed 

or be in the process of acquiring two or more 

full years of successful full-time teaching and/or 

student personnel work in an elementary or 

secondary school. Applicants to this program 

need to submit a letter from a current or 

former principal as one of the three letters of 

recommendation. Applicants certified before 

July 1, 1988 also have to pass the Illinois Basic 

Skills Test. 

Secondary education 

Candidates seeking Type 09 Secondary 

Certification are required to give evidence of 

having completed a major of at least 32 semester 

credit hours. The major must be timely and 

relevant in the field in which they plan to be 

certified. In academic disciplines where 

applicable, the sequence of courses in the 

major field must satisfy specifications set by the 

Illinois State Board of Education and NCATE. 

English proficiency 

Students whose native language is other than 

English are required to pass the Test of English 

as Foreign Language (TOEFL) with a score of 

at least 550 (paper) or 250 (online). They also 

have to pass the Illinois Basic Skills Test prior 

to registration for a course. 


TraNSfEr of crEDiT 

Up to six semester hours of appropriate 

graduate-level credit from an accredited college 

or university may be accepted in transfer at 

the time of matriculation into the School of 

Education. The applicant seeking such a transfer 

must provide: 

1. A copy of the course description as printed in 

the catalog of the institution attended; 

2. An official transcript demonstrating an earned 

grade of B or better and that the course was 

completed within the previous five years. 

Residency Requirement 

Once candidates (including those approved 

conditionally) are matriculated into a School of 

Education graduate program, they must take 

all required courses and electives at Dominican 

University’s main campus or one of its off-site 

campuses. Any exception to this policy requires 

the written approval of the Dean prior to the 

candidate’s registration for the course(s) at 

another college or university. 

Ongoing Assessment 

A candidate’s status in the School of Education is 

subject to ongoing assessment of the individual’s 

suitability for the teaching profession. In cases 

where a candidate’s dispositions in class or while 

participating in field hours of observation raise 

doubts concerning his or her ability to perform 

satisfactorily in an educational environment, 

appropriate School of Education personnel will 

meet to determine whether the candidate may 

continue to pursue the degree, certification or 

endorsement he or she is seeking.


coUrSES of STUDy 

maSTEr of arTS iN EDUcaTioNal aDmiNiSTraTioN 

(TyPE 75 cErTificaTioN—maEa) 

The administrative leadership Program 

Purpose 

The Administrative Leadership program is 

specifically designed to prepare individuals to 

become administrators of public, Catholic 

and other nonpublic elementary and secondary 

schools. Individuals pursuing the Master of 

Arts in Educational Administration (MAEA) or 

Postgraduate Entitlement to Type 75 Administrative 

Certification are provided with the necessary 

background for school administration and are 

able to complete the necessary requirements to 

obtain Type 75 Administrative Certification in the 

State of Illinois. 

Catholic Identity 

The mission and purpose of Catholic schools 

differ from those of public schools. The Catholic 

school, in a special way, emphasizes values 

education and the spiritual formation of teachers 

and students. This emphasis requires leadership 

that is values-oriented and reflects personal growth 

in spirituality. The MAEA program integrates such 

concepts as administration, leadership, management, 

curriculum, program of instruction and 

supervision with the spirituality of the leader and 

leadership, the faith community dimension of the 

curriculum and the personal faith development 

of both teachers and students. It also addresses 

concepts and issues in school law, finance and 

development as they apply to the nonpublic 

school and public school. 

Programs 

The School of Education offers two graduate 

programs leading to Type 75 Administrative 

Certification: 



• Transfer of Credit 

• Courses of Study 

1. Master of Arts in Educational Administration 

with Entitlement to Type 75 Administrative 

Certification for personnel with a minimum 

of two years of successful full-time teaching 

experience or student personnel work. 

2. Postgraduate Entitlement to Type 75 

Administrative Certification for persons with an 

appropriate graduate degree from an accredited 

college or university and with a minimum of two 

years of successful full-time teaching experience 

or student personal work. 

maSTEr of arTS iN EDUcaTioNal aDmiNiSTraTioN 

(TyPE 75 cErTificaTioN—maEa) 

requirements 

The degree Master of Arts in Educational 

Administration with Entitlement to Type 75 

Administrative Certification is conferred upon 

candidates who satisfactorily 

1. Complete 36 semester hours of prescribed 

graduate credit while maintaining a minimum 

grade point average of 3.0 out of 4.0. 

2. Complete 100 field experience hours and 25 

clock hours of administrative shadowing 

required by the policies and procedures of the 

Administrative Leadership Program in the 

School of Education and approved by the 

Program Director. 

3. Attain a passing grade earned on the State of 

Illinois Principal Test after completing all courses 

and field experience required in the program. 

4. Document two or more full years of successful 

full-time teaching and/or student personnel 

work in an elementary or secondary school. 

Core Curriculum for Master of Arts in Educational 

Administration Degree with Entitlement to Type 75 

Administrative Certification 

EDU 600 Instructional Leadership (3) 

EDU 602 Curriculum for Administrators 

and Supervisors (3) 


each 

Tpraise 


EDU 603 School Finance (3) 

EDU 604 Personnel and Program 

Development for Administrators and 

Supervisors (3) 

EDU 605 Interpersonal Communication for 

Administrators and Supervisors (3) 

EDU 606 Research (3) or EDU 669 Applied 

Field Research (4) 

EDU 608 School Law (3) 

EDU 610 Strategic Planning (3) 

EDU 620 Comprehensive Seminar (3) 

EDU 623 Internship (1) 

Appropriate electives to total 36 semester hours in 

educational administration. Among recommended 

electives are courses in multicultural perspectives, 

integrating technology into the curriculum, 

reading or assessment. 

PoSTGraDUaTE ENTiTlEmENT To TyPE 75 

aDmiNiSTraTivE cErTificaTioN 

requirements 

Candidates who hold an appropriate graduate 

degree may apply for Type 75 Administrative 

Certification if they satisfactorily 

1. Complete a core curriculum of 25 semester 

hours plus an elective to total at least 27 hours, 

while maintaining a minimum grade point 

average of 3.0 out of 4.0. 

2. Complete 100 field experience hours and 25 

clock hours of administrative shadowing 

required by the policies and procedures of the 

Administrative Leadership Program in the 

School of Education and approved by the 

Program Director. 

3. Attain a passing grade earned on the State 

of Illinois Principal Test after completing all 

courses and field experience required in 

the program. 


4. Document two or more full years of 

successful full-time teaching and/or 

student personnel work in an elementary or 

secondary school. 

Core Curriculum for Postgraduate Entitlement to Type 75 



EDU 602 Curriculum for Administrators and 


EDU 603 School Finance (3) 

EDU 604 Personnel and Program 

Development for Administrators and 






EDU 620 Comprehensive Seminar (3) 

EDU 623 Internship (1) 

An appropriate elective to total at least 27 

semester hours in educational administration. A 

course in multicultural perspectives, a course in 

integrating technology into the curriculum, 

reading or assessment are recommended. 

Field Experiences 

In accord with the policies and procedures of the 

Administrative Leadership Program at Dominican 

University, candidates are required to complete 

100 hours in field experiences and 25 clock 

hours of administrative shadowing. Fifteen field 

experience hours are assigned to each course in 

the program. It is recommended that these hours 

reflect the Educational Leadership Constituent 

Council (ELCC) and Illinois Professional School 

Leader (IPSL) Standards. The candidate is required 

to compile a professional portfolio of these hours 

and other experiences and artifacts related to 

the ELCC and IPSL Standards. Candidates may 

obtain a copy of the School of Education Portfolio 

Implementation Process that contains policies

and procedures, sample template for cover pages, and rubrics for 

assessment of the portfolio at http://domin.dom.edu/Education/ 

portfolio.htm, the Dominican University Intranet Web site. 

Illinois Certification Testing System Requirements 

A person seeking Type 75 Administrative Certification must 

pass the State of Illinois Principal Test. For details about Illinois 

Certification Testing, go to http://www.icts.nesinc.com 

maSTEr of arTS iN EDUcaTioN (cUrricUlUm aND 

iNSTrUcTioN—maED) 

Purpose 

The Master of Arts in Education (Curriculum and Instruction) degree 

is designed for certified elementary and secondary school teachers 

who are seeking to enhance their professional knowledge and 

skills through completion of a set of core courses and a curriculum 

perspective area. 

Program 

The program focuses on the improvement of classroom instruction 

and student achievement. Candidates enroll in a set of seven core 

courses which focus on the new research in curriculum and teacher 

leadership as well as assessment and instructional technology. In 

addition, they select a set of six to seven courses in a single 

perspective area of interest. 

requirements 

The degree Master of Arts in Education is conferred upon candidates 

who have met the following requirements: 

1. Satisfactory completion of 36-39 graduate semester credit hours: 21 

graduate semester credit hours in the core curriculum and 15-18 

graduate credit hours in a single perspective area. 

2. A minimum grade point average of 3.0 out of 4.0. 

Core Curriculum for Master of Arts in Education (Curriculum and 

Instruction) Degree 

The candidate completes 21 graduate semester hours in core course 

work as follows: 

SPED 656 Collaboration and Adaptation in General Education 

Settings (2) 

EDU 523 Teaching in Diverse Classrooms (3) 




• Postgraduate Entitlement to Type 75 


• Master of Arts in Education 

Therese Hogan, EdD 

Director, special education programs 

associate professor of special education

each 

Tpraise 


EDU 528 Learning Theories, Motivation and 

Technology (3) 

EDU 530 Rethinking Curriculum (3) 

EDU 532 Tools and Techniques in Assessment (3) 

EDU 606 Research (3) 

EDU 669 Applied Field Research (4) 

Perspective Areas for Master of Arts in Education Degree 

(Curriculum and Instruction) 

The candidate also selects six to seven graduate 

courses in a single perspective area to total 

36-39 hours of graduate credit to complete the 

MAED degree. The following are suggested 

concentrations. After acceptance into the program, 

the candidate will meet with his/her advisor to 

plan a course of study. The advisor must approve 

any alternatives to the courses listed for each 

perspective area. 

Bilingual Education 

EDU 651 Methods and Materials for Teaching 

English As A Second Language (3) 

EDU 652 Historical Foundations of Bilingual 

Education (3) 

EDU 653 Methods and Materials for Teaching in 

Bilingual Education Programs (3) 

EDU 654 Assessment of English Language 

Learners (3) 

EDU 655 Language and Culture (3) 

EDU 661 Literacy Development for English 

Language Learners (3) 

NOTE: Candidates who complete the above 

courses are eligible for a State of Illinois 

Endorsement in Bilingual Education. 

English As A Second Language 

EDU 650 Theoretical Foundations of 

Teaching English As A Second 

Language (3) 




Learners (3) 



EDU 656 Linguistics and Language 

Development (3) 



NOTE: Candidates who complete the above 

courses are eligible for an Endorsement in 

English As A Second Language. 

Early Childhood Education 

ECE 500 Child Growth and Development (3) 

ECE 501 History and Philosophy of Early 

Childhood Education (3) 

ECE 503 Child, Family and Community 

Relations (3) 

ECE 581 Methods of Teaching Reading for the 

Young Child (3) 

ECE 582 Theory of Play (2) 

ECE 584 Techniques and Methodologies in the 


Classroom (3) 

Educational Leadership 


EDU 602 Curriculum for Administrators and 


EDU 604 Personnel and Program Development 

for Administrators and Supervisors (3) 





Children and Youth with Disabilities 

SPED 643 History, Philosophy and Legal 

Foundations in Special Education (3) 

SPED 649 Psychology and Characteristics of 

Students with Disabilities (3) 

SPED 654 Academic Methods for Early 

Childhood–Elementary Students with 

Disabilities (3) 

SPED 655 Academic Methods for Middle and 

Secondary Level Students with 

Disabilities (2)

SPED 658 Fostering Development of Prosocial 

Behavior (2) 

SPED 659 Managing Challenging Behavior (3) 

Elementary Education 

For candidates holding a Type 09 Secondary 

Certificate who wish to obtain a Type 03 

Elementary Certificate 

EDU 533 Reading and Writing Instruction and 

Improvement (3) 

EDU 566 Teaching Mathematics for Elementary 

and Middle Level Teachers (3) 

EDU 567 Teaching Science for Elementary and 

Middle Level Teachers (2) 

EDU 573 Teaching Social Studies for 

Elementary and Middle Level 

Teachers (2) 

Two electives approved by advisor. In addition, 

the student would have to pass the content area 

test for elementary teachers as well as the 

Assessment of Professional Teaching Test (APT K–9) 

if they have not already done so. 

rEaDiNG ProGramS 

These programs focus on developmental and 

remedial instruction of literacy as well as 

leadership in reading curriculum design and 

staff development. 

maSTEr of arTS iN EDUcaTioN rEaDiNG SPEcialiST 

cErTificaTioN 

requirements 

Candidates must satisfactorily complete 24 

graduate semester hours in areas of reading 

instruction specified by the State of Illinois. 

The first eight courses listed below fulfill these 

requirements. Candidates also must earn an 

additional 11–14 semester hours to complete 

the Master’s Degree. 

1. Candidates who do not have a Middle Level 

Endorsement on their first certificate also 

will need to take EDU 570 Philosophy and 

Psychology of Middle Level Education and 

EDU 571 Curriculum Design and Instructional 



• Reading Programs 

• Master of Arts in Education Reading 

Specialist Certification 

Strategies for Middle Level Teachers to fulfill 

the middle grades requirement. 

2. Candidates must maintain a minimum grade point 


3. Several classes require field experience work. At 

times, requirements may be met in the candidate’s 

own school. Others may be met during out-of- 

school hours; however, the candidate will need 

to take two personal days to fulfill the field 

experience requirements. 

4. A candidate seeking Illinois Type 10 K–12 Reading 

Specialist Certification must pass the Reading 

Specialist Examination and the Assessment of 

Professional Teaching (APT K–12). See page 32 for 

Illinois State Board of Education testing procedures. 

5. To apply for certification, candidates must have two 

years of full-time teaching experience. 

Required Reading Courses: 



EDU 535 Reading in the Content Areas for Middle 

Level and Secondary Teachers (3) 

EDU 537 Diagnosis and Assessment in Reading (3) 

EDU 541 Developmental and Remedial Materials 

and Resources in Reading (3) 

EDU 542 Developmental and Remedial Instruction 

and Support in Reading (3) 

EDU 555 Reading Clinic (3) 

EDU 661 Literacy Development for English Language 

Learners (3) 

EDU 582 Children’s Literature (3) 

EDU 606 Research (3) 

SPED 656 Collaboration and Adaptation in General 

Education (2) 

EDU 754 Coaching and Supervision for Reading 

Specialists (3) 

EDU 755 Reading Practicum (3) 


each 

Tpraise 


reading Teacher Endorsement 

Requirements 

1. Candidates for the preschool to Grade 3, 

Elementary K–4, Middle Level 5–8 

and Secondary 9–12 Endorsement must satisfactorily 

complete the 24 graduate semester hours 

in areas of reading instruction specified by the 

State of Illinois that are listed below. Candidates 

for the Middle Level 5–8 Endorsement must also 

complete the 6 semester hours required for 

the Middle Level Endorsement. 

2. Candidates must maintain a minimum grade 

point average of 3.0 out of 4.0. Several 

classes require field experience work. At times, 

requirements may be met in the candidate’s own 

school. Others may be met during out-of-school 

hours; however, the candidate will need to take 

one personal day to fulfill the field experience 

requirements. 

3. A candidate seeking an Illinois Reading Teacher 

Endorsement must pass the Reading Teacher 

Examination. Go to www.icts.nesinc.com or see 

page 32 for information on Illinois State Board 

of Education testing procedures. Candidates 

apply to the Regional Office of Education or 

to the State of Illinois for endorsement. 

Required Reading Courses (All Levels) 



EDU 535 Reading in the Content Areas for 

Middle Level and Secondary 

Teachers (3) 

EDU 537 Diagnosis and Assessment in 

Reading (3) 

EDU 541 Developmental and Remedial Materials 

and Resources in Reading (3) 

EDU 542 Developmental and Remedial 

Instruction and Support in Reading (3) 


EDU 555 Reading Clinic (3) 



EDU 582 Children’s Literature (3) 

Courses specific to Middle Schools 

EDU 570 Philosophy and Psychology of Middle 

Level Education (3) 


Strategies for Middle Level 

Teachers (3) 

certificate completers 

For candidates who already hold a master’s 

degree and have previous coursework in 

reading, the university may design a focused 

program which helps the candidate to complete 

the Reading Specialist or Endorsement 

requirements. In accord with Illinois State 

Board of Education policy effective in 2005, to 

receive their certification, candidates now must 

complete an approved university program. 

maSTEr of arTS iN TEacHiNG (maT) 

Purpose 

The Master of Arts in Teaching degree program is 

designed to prepare individuals to become 

elementary, middle or secondary school teachers. 

Completion of the program leads to a graduate 

degree in teaching with entitlement to Type 03 

Elementary or Type 09 Secondary Initial 

Certification, each with the Middle School 

Endorsement.

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 NCATE standards, 

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 39-43 semester 

hours of graduate credit while maintaining a 

minimum grade point average of 3.0 out of 4.0. 

2. Successful completion of 100 early field 

experience hours as described in the Field 

Experience Handbook. 

3. A candidate for Type 09 Secondary Certification 

has to present evidence of completing a 

teaching major of at least 32 semester credit 

hours. The major has to be in the field that 

he or she plans to teach, timely and relevant. 

Dominican has Illinois state-approved teacher 

preparation programs in the following areas 

only: art, biology, chemistry, English, French, 

Italian, mathematics, social science and Spanish. 



• Master of Arts in Teaching 

In academic disciplines, where applicable, the 

sequence of courses in the major field must 

satisfy specifications set by the Illinois State 

Board of Education and appropriate specializedprofessional 

associations. 

Core Curriculum for Master of 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 532 Tools and Techniques in 

Assessment (3) 



EDU 560 Integrating Technology Into the 

Curriculum (3) 



EDU 567 Teaching Science for Elementary and 


EDU 573 Teaching Social Science for Elementary 


EDU 611 History and Philosophy of American 

Education (3) 

“Above all, the love of 

teaching is the nobility 

of the teacher.” 

—Henry Brooks Adams 


each 

Tpraise 


SPED 656 Collaboration and Adaptation in 

General Education Settings (2) 

EDU 700* Clinical Practice—Elementary (5) 

EDU 702 Clinical Practice Seminar— 

Elementary (1) 

EDU 706 Clinical Practice—K–12 Foreign 

Language (5) 

* Candidates register for the capstone course EDU 

700 and concurrent seminar EDU 702 when 

all professional education course work, field 

experiences, competencies, content area course 

work and the content area test are completed 

successfully. EDU 700 and EDU 702, each 

require a full semester commitment. 

Core Curriculum for Master of Arts in Teaching Degree 

with Entitlement to Type 09 Secondary Certification 






EDU 532 Tools and Techniques in 




Teachers (3) 






Strategies for Middle Level 

Teachers (3) 


Education (3) 



EDU 684 Methods of Teaching English 

Language Arts, Middle and 

Secondary (2) 


EDU 685 Methods of Teaching Social 

Science Middle and Secondary (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 690 Methods in Teaching Science, Middle 

and Secondary (3) 

EDU 693 Methods in Teaching Math, Middle 


EDU 701* Clinical Practice—Secondary (5) 


Secondary (1) 

EDU 706 Clinical Practice for K—12 Foreign 

Language (5) 

* Candidates register for the capstone course 

EDU 701 or EDU 706 and concurrent seminar 

EDU 703 when all professional education course 

work, field experiences, competencies, content 

area course work and the content area test 

are completed successfully. EDU 701, EDU 706, 

and EDU 703 each require a full semester 

commitment. 

Degree completion 

Master of Arts in Teaching degree candidates 

must complete this certification program within 

five years from the date of beginning course 

work. Those who exceed this time frame will be 

required to satisfy additional requirements. 

additional requirements for Those Seeking Type 03 

Elementary or Type 09 Secondary certification 

General Education Competencies 

Persons seeking the State of Illinois Type 03 

Elementary or the Type 09 Secondary 

Certification as their initial teaching certificate 

must meet required general education 

competencies, as outlined by the School of 

Education, in addition to successfully completing 

the core curriculum.

illinois certification Testing System 

Requirements 

Persons seeking State of Illinois Type 03 

Elementary Certification or Type 09 Secondary 


must pass the Illinois Certification Testing 

System’s required content area test for 

elementary or secondary education. The candidate 

must take and pass the test during the semester 

prior to placement for clinical practice (student 

teaching) as specified by the School of Education. 

The candidates also must pass the Illinois 

Certification Testing System Assessment of 

Professional Teaching test (APT). For further 

details about Illinois Certification Testing, go to 

http://www.icts.nesinc.dom or see page 32 in 

this catalog. 

TEacHiNG cErTificaTioN for collEGE 

GraDUaTES (TccG) 

Purpose 

The graduate non-degree Teaching Certification 

for College Graduates program is designed for: 


degree who is changing careers and would like 

to move into the field of education but does not 

wish to pursue a graduate degree. 

2. A person currently working in education 

without certification who is interested in 

pursuing Type 03 or Type 09 certification and 

does not desire a graduate degree. 

3. A person with substitute or temporary teacher 

certification who is interested in pursuing Type 

03 or Type 09 certification and does not want a 

graduate degree. 

The program enables candidates to develop and 

refine professional skills, abilities and attitudes 

needed for teaching youth in today’s culturally 

diverse classrooms. Participants will gain 

knowledge of current educational research, 

teaching techniques, instructional technology 



• Teaching Certification for College Graduates 

(TCCG) 

and strategies for delivering services to students 

with varying needs. 

requirements 

Candidates are eligible for certification when 

they demonstrate: 

1. Satisfactory completion of 33–35 semester hours 

of graduate credit while maintaining a minimum 


2. Successful completion of 100 early field 

experience hours as described in the Field 

Experience Handbook. 

3. A candidate for Type 09 Secondary Certification 

also has to present a teaching major of at least 

32 semester credit hours. The major has to be 

in the field that he or she plans to teach, timely 

and relevant. In academic disciplines where 

applicable, the sequence of courses in the major 

field must satisfy specifications set by the Illinois 

State Board of Education and appropriate 

specialized professional associations. 

Core Curriculum for Teaching Certification for 

College Graduates Program with Entitlement to Type 03 

Elementary Certification 











EDU 567 Teaching Science for Elementary 


EDU 573 Teaching Social Science for Elementary 



Education (3) 


each 

Tpraise 




EDU 700* Clinical Practice—Elementary (5) 


Elementary (1) 


EDU 700 and concurrent seminar EDU 702 

when all professional education course work, 

field experiences, competencies, content area 

course work and the content area test are 

completed successfully. EDU 700 and EDU 702, 

each require a full semester commitment. 

Core Curriculum for Teaching Certification for 

College Graduates Program with Entitlement to Type 09 

Secondary Certification 



SPED 522 Exceptional Students: 

Characteristics and the Special 

Education Process (3) 



Teachers (3) 






Strategies for Middle Grades 

Teachers (3) 


Education (3) 



EDU 684 Methods of Teaching English 

Language Arts Middle and 

Secondary (2) 

EDU 685 Methods of Teaching Social 

Science, Middle and Secondary (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 690 Methods in Teaching Science, Middle 


EDU 693 Methods in Teaching Math, Middle & 

Secondary (3) 

EDU 701* Clinical Practice—Secondary (5) 


Secondary (1) 

EDU 706 Clinical Practice—K–12 Foreign 

Language (5) 


EDU 701 or EDU 706 and concurrent seminar 

EDU 703 when all professional education course 

work, field experiences, competencies, content 

area course work and the content area test 

are completed successfully. EDU 701, 

EDU 706, and EDU 703, each require a full 

semester commitment. 

additional requirements for candidates Seeking Type 

03 Elementary or Type 09 Secondary certification 

General Education Competencies 

Persons seeking a State of Illinois Type 03 





Education, in addition to successfully completing 

the core curriculum for the Teaching Certification 

for College Graduates program. 

illinois certification Testing System requirements 




must pass the Illinois Certification Testing 

System’s required content area test for 

elementary or secondary education. The candidate 

must take and pass the test during the semester 


teaching) as specified by the School of Education.

The candidate also must pass the Illinois Certification Testing System 

Assessment of Professional Teaching Test (APT). For details go 

to http://www.icts.nesinc.com or see page 32 in this catalog. 

Teaching Certification for College Graduates candidates must complete 

this certification program within five years from the date of beginning 

course work. Those who exceed this time frame will be required to 

satisfy additional requirements. 

maSTEr of arTS iN TEacHiNG (maT) DEGrEE 

completion option 

A candidate enrolled in the Teaching Certification for College 

Graduates program may ask to elevate to the Master of Arts in 

Teaching degree program. Those pursuing this option apply for 

elevation prior to completing the Teaching Certification for College 

Graduates program. Candidates who have not completed EDU 523 

and EDU 532 while completing requirements for certification will 

have to take these courses within two years of asking for elevation. 

If candidates do not complete EDU 523 and EDU 532 in the stipulated 

time, they will have to take additional course work. 

obtaining additional Type 03 Elementary or Type 09 certification 

An individual who wants to obtain Type 03 Elementary or Type 09 

Secondary Certification, in addition to an existing certification, follows 

the focused program for the respective certification. For further 

information on this option, contact the Admissions Coordinator for 

the School of Education at (708) 524-6921. 

maSTEr of SciENcE iN EDUcaTioN (mSED) 

(Early cHilDHooD EDUcaTioN) 

Purpose 

The Master of Science in Education degree in Early Childhood 

Education is designed to prepare individuals to meet the unique 

needs of the youngest learners enrolled in day care, preschool 

and PreK–3 programs. 

Program 

The Master of Science in Education degree in Early Childhood 

Education is designed for: 

1. A certified, experienced educator interested in pursuing graduate 

studies in early childhood education with or without obtaining 

Type 04 Certification in Early Childhood Education. 

2. A person with an appropriate baccalaureate degree without a 

teaching certificate who is interested in pursuing a master’s degree 




• Master of Science in Education (MSED) 

Samina Hadi Tabassum, EdD 

associate professor of education

each 

Tpraise 


and Type 04 Certification in Early Childhood 

Education. 

3. Teach for America participants interested in 

Early Childhood Education who pursue an 

intensified curriculum. 

requirements 

The Master of Science in Education degree in 

Early Childhood Education with Entitlement to 

Type 04 Certification is conferred upon candidates 

who have met the following requirements: 


of graduate credit while maintaining a minimum 


2. Successful completion of 100 field experience 

hours in accordance with the policies and 

procedures of the Master of Science in 

Education program in the School of Education. 

Core Curriculum for the Master of Science in Education 

Degree in Early Childhood Education with Entitlement to 

Type 04 Certification 

ECE 500 Child Growth and Development (3) 

ECE 501 History and Philosophy of Early 


ECE 503 Child, Family and Community 

Relations (3) 

ECE 504 Research in Early Childhood 

Education (3) 



ECE 530 Early Childhood Education 


ECE 572 Internship and Seminar: Early 

Childhood (2) 

ECE 580 Instructional Methods of Curriculum 

and Organization in the Early 

Childhood Classroom (3) 

ECE 581 Methods of Teaching Reading for the 

Young Child (3) 


ECE 582 Theory of Play (2) 

ECE 584 Techniques and Methodologies in the 


Classroom (3) 

ECE 585 Early Childhood Speech and 

Language (3) 

ECE 597 Clinical Practice in Early Childhood 

Education (4) 

ECE 598 Clinical Practice Seminar in Early 


Endorsements 

In consultation with the program director, 

candidates also may add a Reading Endorsement 

by completing additional courses. 

additional requirements for candidates Seeking Type 

04 Early childhood Education certification 

General Education competencies 


certification in early childhood education as 

their initial teaching certificate must meet 

required general education competencies, as 

outlined by the School of Education, in addition 

to successfully completing the core curriculum. 


Persons seeking Type 04 Certification in Early 

Childhood Education must pass the Illinois 

Certification Testing System’s Early Childhood 

Education Test. The candidate must take and pass 

the test during the semester prior to placement 

for clinical practice (student teaching) as specified 

by the School of Education. The candidate also 

has to pass the Assessment of Professional 

Teaching (APT) test. For details, go to http://www. 

icts.nesinc.com or see page 32 in this catalog.

maSTEr of SciENcE iN SPEcial EDUcaTioN (mSSPED) 

Purpose 

The Master of Science in Special Education 

program is designed to prepare individuals 

to meet the needs of students with disabilities. 

Through a carefully planned set of experiences, 

candidates will develop and refine the professional 

skills, abilities and attitudes needed for working 

with students who have a variety of disabilities 

including learning disabilities, mental retardation, 

emotional/behavioral disorders, autism, physical 

disabilities, other health impairments and traumatic 

brain injury. A separate program strand addresses 

the needs of students who are gifted. 

Program 

The Master of Science in Special Education 

program is designed for: 


degree without a teaching certificate who is 

interested in pursuing a master’s degree in 

special education with entitlement to Learning 

Behavior Specialist I (Type 10) Certification in 

Special Education 

2. A person who holds a current, valid teaching 

certificate who is interested in pursuing a 

master’s degree in special education with 

entitlement to Learning Behavior Specialist I 

(Type 10) Certification in Special Education. 

3. A person who holds a current, valid teaching 

certificate in special education who is interested 

in pursuing a master’s degree in special 

education without obtaining additional 

certification in special education or a person 

with a current, valid Type 03 Elementary or Type 

09 Secondary Certificate who wants to specialize 

in gifted education. 



• Master of Science in Special Education 

(MSSPED) 

The coursework sequence of the Master of 

Science in Special Education program is aligned 

with the Council for Exceptional Children 

Knowledge and Skill Base for All Entry- 

Level Special Education Teachers of Students 

with Exceptionalities for Individualized General 

Curriculums and the Knowledge and Skill Base 

for All Entry-Level Special Education Teachers of 

Students with Exceptionalities in Individualized 

Independence Curriculums. Course content also 

is linked to the Illinois Professional Teaching 

Standards (including Language Arts and 

Technology standards for all teachers) and the 

Illinois Special Education Common Core and 

LBS1 Standards. 

• Knowledge of the theories and concepts 

pertaining to the characteristics and instructional 

needs of students with disabilities as well as the 

legal guidelines for the education of students 

with disabilities. 

• Skills in the administration of diagnostic 

assessments and interpretation of assessment 

results for diagnosis and instructional planning, 

remediation and modification, including 

curriculum-based measurement and progress 

monitoring. 

• Competence in collaborative preparation of 

appropriate individualized educational, 

behavioral, transitional and related plans for 

students with disabilities. 

• Knowledge of evidence-based/research-based 

teaching practices and proficiency with a variety 

of instructional techniques appropriate for the 

academic, social and behavioral needs of 

students with disabilities and special needs. 

• Development and strengthening in professional 

skills in consultation, collaboration 

and co-teaching. 


each 

Tpraise 


requirements for the master of Science in Special 

Education Degree with Entitlement to learning 

Behavior Specialist i (Type 10) certification in Special 

Education for candidates Who Do Not Hold a current 

valid Teaching certificate 

The degree Master of Science in Special Education 

with entitlement to Learning Behavior Specialist 

I (Type 10) Certification is conferred upon 

candidates who have met the following 

requirements: 

1. Satisfactory completion of 40-45 semester 

hours of graduate credit while maintaining 

a minimum grade point average of 3.0 out 

of 4.0. 

2. Successful completion of clinical hours in 

accordance with the policies and procedures 

of the Master of Science in Special Education 

program in the School of Education. 

Core Curriculum for the Master of Science in Special 

Education Degree with Entitlement to Learning Behavior 

Specialist I (Type 10) Certification for Candidates Who 

Do Not Hold a Current Valid Teaching Certificate 

ECE/SPED 500 Child Growth and 


ECE/SPED 503 Child, Family and Community 

Relationships (3) 

SPED 526 Psycho-Educational Diagnosis 

(Ages 3–21) (4) 


Foundations of Special 

Education (3) 

SPED 646 Special Education Internship and 

Seminar in Special Education (1) 



SPED 654 Academic Methods for 

Early Childhood–Elementary Level 






ECE/SPED 656 Collaboration and Adaptation in 


SPED 658 Fostering Development of 

Prosocial Behavior (2) 

SPED 659 Managing Challenging 

Behavior (3) 

SPED 663 Planning and Assessment in 

Special Education (2) 

SPED 664 Curriculum and Methods for 

Students with Moderate to Severe 


SPED 702 Clinical Practice Seminar in Special 

Education (1) 

SPED 703 Clinical Practice in Special 

Education (4) 

EDU 533 Reading and Writing Instruction 

and Improvement (3) 



requirements for the master of Science in Special 

Education Degree with Entitlement to learning Behavior 

Specialist i (Type 10) certification in Special 

Education for candidates Who Hold a current valid 

Teaching certificate 

The degree Master of Science in Special Education 

is conferred upon candidates who have met the 

following requirements: 


of graduate credit while maintaining a 

minimum grade point average of 3.0 out of 4.0. 

2. Successful completion of clinical hours in accordance 

with the policies and procedures of the 

Master of Science in Special Education program 

in the School of Education.


Education Degree with Entitlement to Learning 

Behavior Specialist I (Type 10) Certification in Special 

Education for Candidates Who Hold a Current Valid 

Teaching Certificate 

ECE/SPED 503 Child, Family and Community 

Relationships (3) 


(Ages 3–21) (4) 


Foundations of Special 

Education (3) 

SPED 646 Special Education Internship and 

Seminar in Special Education (1) 




Childhood–Elementary Level 







SPED 658 Fostering Development of 

Prosocial Behavior (2) 


SPED 663 Planning and Assessment in 


SPED 664 Curriculum and Methods for 

Students with Moderate to Severe 


EDU 533 Reading and Writing Instruction 

and Improvement (3)* 



* EDU 533 Reading and Writing Instruction and 

Improvement is not required for those who 

hold elementary teaching certificates or those 

who have taken a reading methodology course. 



“The teacher who is 

indeed wise does not 

bid you to enter the 

house of his wisdom 

but rather leads you 

to the threshold of 

your mind..” 

—Kahlil Gibran 


each 

Tpraise 



Education Degree for Candidates Who Hold a Current 

Valid Teaching Certificate in Special Education and are 

interested in pursuing a Master’s Degree in Special 

Education 


(Ages 3–21) (4) 



SPED 606 Research (3) 



Choice of a minimum of two of the following 

methods courses: 

SPED 664 Curriculum and Methods for Students 

with Moderate to Severe Disabilities (3) 


Childhood–Elementary Level Students 

with Disabilities (3) 




SPED 658 Fostering Development in Prosocial 

Behavior (2) 


Plus electives in a focus area to total 32 graduate 

semester hour credits. 

Possible focus areas 

Individuals may choose to focus on courses that 

address characteristics and methodology in 

disabilities that expand the scope of their original 

special education certificate. Individuals also have 

a choice of the following focus areas: 

• Bilingual and/or ESL Endorsement 

• Reading 

• Administrative Leadership 

• Elementary or Secondary General 

Education Classrooms 

• Gifted Endorsement 


The course work required to complete a specific 

focus area will be determined in consultation with 

the program director. 

additional requirements for candidates Seeking 

Entitlement to learning Behavior Specialist i (Type 10) 

Special Education certification 

General Education competencies for Non-certified 

candidates 

Persons seeking the State of Illinois Learning 

Behavior Specialist I (Type 10) Special Education 




Education, in addition to completing the core 

curriculum successfully. 


Persons seeking State of Illinois Learning 

Behavior Specialist I (Type 10) Certification in 

Special Education must pass the Illinois 

Certification Testing System’s required course 

content area test for Learning Behavior Specialist 

I. The candidate must take and pass the test 


teaching) as specified by the School of Education. 

The candidate also has to pass the Special 

Education General Curriculum Test. For details, 

go to http://www.icts.nesinc.com or see page 32. 

GifTED EDUcaTioN ENDorSEmENT 

Purpose 

This sequence is designed for persons with a 

current, valid Type 03 Elementary or Type 09 

Secondary Certification. 


Gifted and Talented Youth (3) 

SPED 546 Curriculum and Methods of Teaching 

the Gifted and Talented (3) 

SPED 548 Guiding and Counseling the Gifted 

and Talented in the School Setting (3)

SPED 549 Methods of Teaching Math and Logic 

to Gifted Students (3) 

SPED 573 Internship and Seminar: Gifted and 

Talented (2) 

SPED 591 Critical Contemporary Issues in Gifted 

Education (3) 

Note: Gifted courses SPED 546 and SPED 549 

replace methods course requirements. 

BiliNGUal ENDorSEmENT 

Purpose 

This non-degree program is designed to enable 

certified teachers who have the language 

proficiency required to teach in bilingual 

education classrooms to add the Bilingual 

Endorsement to their current Illinois certificate. 

Program for Those in Regular Education 

The Bilingual Endorsement program is designed 

for teachers who have State of Illinois Type 03, 

(Elementary K–9) Type 04 (Early Childhood 

Education birth–grade 3), or Type 09 (Secondary, 

grades 6–12) certification and are: 

1. Employed currently in bilingual education 

programs or 

2. Preparing for or seeking employment as 

bilingual education teachers. 

requirements 

A person may apply for the State of Illinois 

Bilingual Endorsement upon satisfactory 

completion of the prescribed core curriculum 

while maintaining a grade point average of 3.0 

out of 4.0. 

Core Curriculum for the Bilingual Endorsement Program 




Education (3) 





• Bilingual Endorsement 

• English As A Second Language Endorsement 


Learners (3) 


A related elective from among the following: 

EDU 650, EDU 656, EDU 661. 

Core Curriculum for the Bilingual Endorsement Program 

for Candidates Who Have Learning Behavior Specialist I 

(Type 10) Special Education Certification 


Education (3) 




Learners (3) 


In addition to course work, candidates for the 

Bilingual Endorsement must: 

1. Complete 100 clock hours of bilingual field 

experience or have 3 months of teaching 

experience in a bilingual education program. 

2. Submit Form 73–52, Request for Endorsement 

as a Bilingual or English As A Second 

Language teacher. 

3. Complete, successfully, a language proficiency 

examination. 

ENGliSH aS a SEcoND laNGUaGE ENDorSEmENT 

Purpose 

This non-degree program is designed to enable 

certified teachers to obtain the additional State 

of Illinois Endorsement needed to provide 

English As A Second Language (ESL) instruction. 

Program for Those in regular Education 

This program is designed for teachers who hold 

Illinois certificates, i.e., Type 03 (Elementary, K–9), 

Type 04 (Early Childhood Education, birth–grade 

3), or Type 09 (Secondary, grades 6–12) who are: 

1. Employed currently in education programs 

serving English As A Second Language students. 


each 

Tpraise 


2. Preparing for or seeking employment as English 

As A Second Language teachers. 

A person may apply for the State of Illinois 

English As A Second Language Endorsement upon 

satisfactory completion of the prescribed core 

curriculum while maintaining a grade point 


Core Curriculum for the English As A Second Language 

Endorsement 

EDU 650 Theoretical Foundations of Teaching 





Learners (3) 


EDU 656 Linguistics and Language 


A related elective from among the following: 

EDU 653, EDU 652, EDU 661. 

Core Curriculum for the English As A Second 

Language Endorsement for Candidates Who Have 

Learning Behavior Specialist I (Type 10) Special 

Education Certification. 

EDU 650 Theoretical Foundations of Teaching 





Learners (3) 


In addition to course work, candidates for 

English As A Second Language Endorsement must: 

1. Have 100 clock hours in English As A 

Second Language field experiences or have 

three months of teaching experience in an 

English As A Second Language program. 

2. Submit Form 73-52, Request for Endorsement 

as a Bilingual or English As A Second 

Language Teacher. 


SPEcialiZED ProGramS 

focus Programs 

Certified teachers seeking to add an elementary 

or secondary certification to an existing certificate 

or to satisfy requirements to be “highly qualified” 

under the No Child Left Behind Act may construct 

a focus program for that purpose by taking a 

sequence of courses approved by the School 

of Education. For information, contact the 

Coordinator of Admissions for the School 

of Education. 

alternative certification Programs 

In collaboration with Teach for America, the 

School of Education offers an alternative course 

of pedagogical studies designed to prepare TFA 

candidates for initial certification in Elementary, or 

Early Childhood Education. Courses are designed 

specifically for Teach for America corps members 

and are not open to other education candidates. 

online Programs 

The School of Education offers an on-line Master 

of Arts in Education with specializations in 

Elementary Education, English As A Second 

Language and Reading. 

Undergraduate Programs 

Bachelor of Arts with a Major in Early Childhood 

Education with Entitlement to Type 04 

certification. A description of this degree as 

well as undergraduate programs in elementary 

and secondary certification may be found at 

www.educate.dom.edu or in the Dominican 

University Undergraduate Bulletin. 

combined Programs 

Qualified Dominican University undergraduate 

students interested in pursuing degrees and 

certifications in Special Education or Early 

Childhood Education may choose to apply for 

one of the following combined programs that 

will enable them to complete a seamless 

bachelor’s/master’s program usually in a five-to 

six-year period.

Bachelor of arts or Bachelor of Science/master of 

Science in Special Education 

Undergraduate students interested in becoming certified special 

education teachers may apply for the combined BA/MSSPED or 

BS/MSSPED program. This program allows candidates to obtain a 

Bachelor of Arts or Bachelor of Science degree and a Master of 

Science in Special Education degree with a Learning Behavior 

Specialist I (Type 10) certification in approximately five-and-a-half to 

six years. Candidates complete a Bachelor of Arts or Bachelor of 

Science degree with a relevant undergraduate major. Once accepted 

into the program, candidates may take up to two graduate level 

courses as early as their senior year. 

After graduating with their bachelor’s degree, candidates complete the 

requirements of the graduate Special Education Certification program. 

Those interested in the BS/MSSPED or BA/MSSPED also may choose 

to earn Certification in Elementary or Secondary Education at the 

undergraduate level and then work either toward the master’s degree 

with Certification in Special Education at the graduate level or choose 

to earn only Special Education Certification at the graduate level. 

Candidates who wish to select this program must apply in their 

junior year. 

Bachelor of arts or Bachelor of Science/master of 

Science in Education (Early childhood Education) 

This program is designed for undergraduates who want to complete 

a Bachelor of Arts or Bachelor of Science degree with a major of 

their choice and the Master of Science in Early Childhood Education 

degree with a Type 04 Certification at the graduate level. The 

combined degree may be attained in approximately five calendar 

years. During the undergraduate program, candidates complete the 

required foundation courses and all credits toward the undergraduate 

degree. They take the remaining early childhood education courses at 

the graduate level during the summer, fall and spring of the following 

year. Candidates who want to select this program must apply in their 

junior year. 




• Specialized Programs 

Debra vinci minogue EdD 



each 

Tguide 

ACADEMIC 

POLICIES 

My education 

at Dominican 

university has 

prepared me to stay 

current on all issues 

affecting student 

learning and 

educational issues as 

a whole. By doing so 

I have become an 

advocate for my 

students; a teacher 

prepared to teach 

students utilizing 

self-reflection and 

self-renewal practice 

at all times. 

miGDalia cHavEZ 

maT ’03 

1st Grade Teacher 

Mary Lyons School 

Chicago, IL

course registration 

At the time of initial registration, each candidate 

will be assigned a graduate faculty advisor. 

Candidates should consult with their advisors as 

they plan and develop their programs. Candidates 

in the School of Education must secure the 

approval of an advisor to complete registration. 

Well in advance of the term, the dates for each 

registration period are posted at the university 

web site www.dom.edu under academic calendar. 

Candidates may register in person or online after 

the scheduled registration period begins. No 

registrations will be accepted after the published 

late registration date. 

Dominican University reserves the right to cancel 

any course for which the registration does not 

warrant the organization of a class. 

ProcEDUrES for PracTica 

Early field Experience 

In accordance with State of Illinois requirements 

and the policies and procedures of the School 

of Education, individuals seeking certification 

are required to complete 100 hours of field 

experience in the program in which they are 

enrolled. Candidates are placed in school sites 

by the Director of Field Experiences. A copy of 

the policies and procedures is available from 

the Director of Field Experiences in the School 

of Education. 

internships 

Candidates required to complete an internship in 

special education or early childhood education 

must submit an application for such placement in 

the first half of the semester prior to the desired 

semester of internship. Applications are available 

at http://domin.dom.edu/schooleducation.htm. 

The Director of Field Experiences in the School 

of Education makes all internship placements. 

acaDEmic PoliciES 


•Procedures For Practica 

For further information, see program and 

course descriptions. 

clinical Practice 

Candidates must submit an application for clinical 

practice (student teaching) according to the 

schedule determined by the School of Education 

prior to the desired semester of clinical practice. 

Admission to clinical practice is determined on 

the basis of the candidate’s application, 

documentation of 100 field experience hours, 

successful completion of background check and 

evidence of successful completion of the State 

of Illinois Test of Basic Skills and appropriate 

Content Test. A minimum grade point average 

of 3.0 is required for clinical practice. All 

program course work and deficiencies must 

be completed prior to clinical practice. The 

application for clinical practice is available online 

at http://domin.dom.edu. The Director of Field 

Experiences in the School of Education arranges 

all clinical practice placements. 

Policy on Background investigations 

The School of Education at Dominican University 

is committed to the protection of all children and 

young people. To that end, we seek to work with 

school districts and civic communities to make 

schools a safe environment for the student body. 

All teacher education, administration school social 

work and media specialist candidates are required 

to submit to a national, state and local criminal 

background investigation. 

Policy on Portfolio requirement 

All candidates for certification or endorsements 

are required to complete a professional portfolio 

or capstone project prior to completing their 

program. The portfolio has to satisfy specifications 

put forth by the School of Education at 

http://domin.dom.edu/Education/portfolio.htm. 


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guide 


illinois State Board of Education Tests for certification 

All candidates are responsible for taking the State 

of Illinois Assessment of Professional Teaching 

(APT) Tests and for meeting State of Illinois 

testing requirements as specified for their 

specific programs. Taking these tests for 

practice is highly discouraged. 

The State administers these tests several times 

each year at locations throughout Illinois. All 

tests are administered on Saturdays. Special 

arrangements are possible for persons whose 

religious convictions prohibit test-taking on 

the regularly scheduled test administration date. 

Registration materials and information about 

the tests are available online at 

http://www.icts.nesinc.com. 

Graduation 

In the desired semester of graduation, a candidate 

must submit an application by the date published 

by the Registrar’s Office on the Dominican Web 

site. Applications for graduation are available from 

the School of Education Office and the Registrar’s 

Office. A cumulative grade point average (GPA) 

of 3.0 is required for graduation. 

academic Honesty 

Candidates who enroll in the School of 

Education are expected to observe high standards 

of academic honesty and integrity. Any candidate 

who violates such standards will be subject to 

disciplinary action, including dismissal from 

the program. 

falsification of credentials 

Falsification of credentials related to field 

experiences or other program requirements may 

result in a candidate’s dismissal from a specific 

program and from the university. 


Grading 

The following grades and their grade point 

equivalents are recorded in the graduate 

programs: 

A = 4.0 B+ = 3.33 C+ = 2.33 F = 0.0 

A- = 3.67 B = 3.0 C = 2.0 

B- = 2.67 C- = 1.67 

The following symbols are used to indicate 

special or unusual circumstances: 

I = Incomplete IP = In Progress 

P = Pass AU = Audit 

W = Withdrawal NR = Not Reported 

NC = No Credit S = Satisfactory 

The grade of Incomplete may be given in 

extraordinary circumstances. The request for a 

grade of Incomplete requires the approval of the 

Dean and the instructor. Forms requesting an 

Incomplete grade must be obtained from the 

Office of the Dean of the School of Education 

and processed prior to the beginning of the class 

preceding the end of the term. The Incomplete 

must be removed by the end of the following 

term. At that time, the instructor may report a 

grade within the ordinary range of scholarship. 

Failure to remove the Incomplete will normally 

result in the reporting of a grade of F. 

The grade of In Progress is given when a course 

spans more than one semester. A grade cannot be 

awarded until the course is complete. 

The grade of Not Reported is a temporary grade 

assigned by the Registrar in those cases where it 

is impossible to obtain a candidate’s grade from 

the instructor. 

Withdrawals 

With the approval of an advisor, a program 

participant may withdraw from a course prior 

to the tenth week of the semester. To withdraw 

from a class, the participant must present written

notification to the Registrar, using the form 

available from that office. The form must be 

signed by the participant’s advisor. Refunds are 

prorated based on the date that the withdrawal 

notification is provided to the Registrar in accord 

with the financial policies in the back pocket of 

this catalog. 

Probation and Dismissal 

A candidate will be placed on probation if the 

individual’s cumulative grade point average (GPA) 

falls below a B (3.0) after at least three courses. 

A candidate may repeat a course. Only the new 

grade will be computed in the GPA. An individual 

on probation will be restricted to one course per 

semester until the cumulative GPA reaches 3.0. 

A candidate will be subject to dismissal if he or 

she is unable to attain a GPA of 3.0 after three 

semesters. An individual who has been dismissed 

must wait at least one semester before reapplying 

for admission. Dominican University reserves the 

right to deny registration to any person who, 

in the opinion of the administration, is not 

progressing satisfactorily toward a degree or 

who, for other reasons, is deemed unsuitable for 

the program. 

rESoUrcES aND SErvicES 

Graduate education candidates also benefit from 

complementary programs sponsored by the 

School of Education: 

• Diagnostic Center 

• The Rose K. Goedert Early Childhood 

Education Center 

• Summer Gifted and Talented Program 

• Center for Professional Development 

• Psi Chi Chapter of Kappa Delta Pi Honor Society 

• Alumnae/i Association 

• Advisory Councils 



• Resources and Services 

Diagnostic center 

The Diagnostic Center of the Dominican University 

School of Education provides diagnostic services to 

children in the surrounding community. Children 

and adolescents are tested primarily in the areas 

of cognitive ability, processing skills and academic 

achievement. The testing is designed to provide a 

diagnostic profile of the child’s or teen’s specific 

strengths and weaknesses as well as individual 

learning style preferences that affect both learning 

and achievement. The evaluation consists of two 

to four testing sessions with the student and an 

exit conference with the parent(s). Contact the 

Diagnostic Center by calling (708) 524-6459. 

The rose K. Goedert Early childhood Education center 

The Rose K. Goedert Early Childhood Education 

Center, directed by the School of Education, is 

a component of the Dominican University Master 

of Science in Early Childhood Education program. 

The Center demonstrates the university’s 

commitment to provide quality early childhood 

education to children two to five years of age. 

All programs at the The Rose K. Goedert Early 

Childhood Education Center are accredited by 

the Illinois Department of Children and Family 

Services and are open to children of Dominican 

University students, faculty and staff as well as 

the local community. In addition to qualified early 

childhood teachers, School of Education graduate 

students enrolled in Early Childhood Education 

courses are involved in the Center’s classrooms as 

teacher assistants. Undergraduate Early Childhood 

Education majors assist as student aides. 

The Rose K. Goedert Early Childhood Education 

Center is open year-round Monday through Friday 

from 7:00 a.m. to 6:00 p.m. The Center offers a 

full developmental program. Parents may choose 

from several attendance plans; however, the 

Center is not available for occasional use. Further 


Teach 

guide 


Information and registration forms are available 

from The Rose K. Goedert Early Childhood 

Education Center at (708) 714-9150. 

Summer Gifted and Talented Program 

The Summer Gifted and Talented Program is 

designed to engage small groups of intellectually 

curious students, in grades two through eight, 

in learning experiences that challenge the 

imagination, provide creative stimulation and 

promote inquiry learning. School of Education 

degree candidates in gifted education are 

involved as assistants in this program. For 

more Information, call (708) 524-6525. 

center for Professional Development 

The Center for Professional Development is a 

professional development provider approved by 

the State of Illinois Board of Education to offer 

continuing professional development units, 

continuing education units and graduate credits 

for courses, workshops, and seminars for 

teachers and administrators who want to enhance 

their professional skills and knowledge through 

ongoing education. The Center collaborates with 

professional organizations and provides approved 

coursework for those striving to move from initial 

to standard teacher certification and to earn 

continuing professional development units 

toward completing personal professional 

development plans. 

Psi chi chapter of Kappa Delta Pi Honor Society 

The School of Education sponsors the Psi Chi 

chapter of Kappa Delta Pi, an international 

education honor society. Annually, persons are 

inducted into the society in recognition of their 

scholarship, leadership, professionalism and 

worthy educational goals. Those elected to the 

society represent the top 10 percent of those 

entering the field of education. Members receive 

updates on current research, a newsletter and 


scholarly journal. They also are eligible for 

scholarships and other programs offered by 

the society. 

alumnae/i association 

Alumnae/i of the School of Education continue 

to experience a sense of colleagueship with 

one another as they develop professionally. All 

graduates belong to the Graduate Education 

Alumnae/i Association and receive a regular 

School of Education newsletter. The School of 

Education counts on its alumnae/i as a source 

of support for the continuous growth of its 

programs and resources. Many appear as guest 

speakers in various classes and mentor current 

students. School of Education graduates teach 

and administer in the Archdiocese of Chicago, 

the dioceses of Joliet, Rockford and Springfield, 

the Chicago Public Schools, countless public 

school districts, and religiously affiliated and 

independent nonpublic schools in Illinois and 

throughout the United States. 

advisory councils 

Alumnae/i and leaders in the field of education 

contribute to the strengthening of School of 

Education programs by serving on various 

advisory councils. 

The advisory council for field Experience and 

clinical Practice 

The Advisory Council for Field Experience and 

Clinical Practice of the School of Education 

meets annually to provide input and feedback 

to the Field Experience/Clinical Practice Office. 

The group is composed of superintendents, 

principals, assistant principals, teachers and 

staff development/human resource personnel.

The advisory council for the administrative 

leadership Program 

The Advisory Council for the Administrative Leadership Program is 

composed of school principals, archdiocesan and diocesan Office 

of Catholic Schools personnel, and Catholic school presidents. The 

purpose of the council is threefold: to provide counsel to the director 

of the Administrative Leadership Program regarding the administrative 

preparation of prospective school principals and assistant principals, to 

mentor graduate candidates in the Administrative Leadership program 

during their administrative internship and in their career development 

after graduation, and to represent the School of Education 

Administrative Leadership program within their local community 

and school district. 

UNivErSiTy STUDENT SErvicES 

School of Education graduate candidates benefit from a number 

of services available to Dominican University students and 

alumnae/i, including: 

•Rebecca Crown Library 

•Information Technology 

•Center for Career Development 

•Wellness Center 

•Counseling Services 

•Student Health Services 

•Immunizations 

•University Ministry 

•Campus Security and Operations 

•Parking Policy 

•Student ID Cards 

•Student Center 

rebecca crown library 

At the heart of Dominican’s academic life is the Rebecca Crown 

Library. The structure provides a natural separation of library sections 

and departments, with adjacent reading areas, a Cyber Café and 

many pleasing views. New technologies are available to enhance 

candidate experiences. 

School of Education students and faculty have full access to a 

collection of more than 210,000 volumes, 9,000 current periodical 

and newspaper titles, 100,000 federal government documents and 

numerous online resources, including approximately 17,000 

periodicals. As a School of Education degree candidate, you will be 

able to access the library’s resources on campus and online through 

the university’s Web site at www.dom.edu. You also will have access 

to the media center which includes numerous audio resources, slides, 

filmstrips, videotapes and corresponding equipment. 

• University Student Services 



“In teaching you 

can not see the fruit 

of a day’s work. 

It is invisible and 

remains so, maybe 

for twenty years.” 

—Jacques Barzun 


Teach 

guide 


The library’s memberships in CARLI (an online 

network of more than 65 academic libraries 

throughout the state), I-Share and LIBRAS 

(a consortium of 16 liberal arts colleges in the 

metropolitan area) will allow you to access more 

than 10 million volumes and more than 10,000 

current periodical titles. With interlibrary loans 

through the Illinois Library and Information 

Network plus materials and information from 

many additional libraries—public, academic and 

special—virtually any book or periodical article 

is available to School of Education candidates. 

information Technology 

Information Technology maintains staffed 

computer laboratories to support School of 

Education candidates in their personal and 

professional growth in using digital technologies. 

The laboratories are equipped with Macintosh 

and IBM platform computers and laser printers. 

Education candidates also have access to an 

extensive collection of software programs 

commonly used in school districts. Information 

technology staff members offer workshops to 

acquaint individuals with new software and 

other computer-based resources. 

School of Education candidates can access the 

Dominican University administrative computer 

system via the Internet. In this system, students 

can register on line, see their grade history, 

view their class schedules and room assignments, 

browse for course offerings in the coming 

semester, check their financial status, and obtain 

an unofficial copy of their transcript. Students 

can also use the internet to access the online 

databases and other resources in the library, 

including electronic reserves. 


center for career Development 

Dominican University and the School of 

Education provide a wide range of career 

development services, resources and advising 

options to graduate students, undergraduates 

and alumnae/i. The university’s Center for 

Career Development (www.careers.dom.edu) 

offers job search advising, assistance with 

resume writing, and workshops in interviewing 

techniques. Candidates also can access 

eRecruiting, a web-based system that the Center 

uses for job postings, student profiles, electronic 

resume books, calendar of events, etc. It is 

available 24/7 online. The Center also maintains 

an active credential file for all teacher candidates 

who complete clinical practice through Dominican 

University and provide the necessary documents. 

The Center for Career Development is a partner 

with the Illinois Small College Placements 

Association (www.iscpa.org) which provides 

teacher candidates access to the TeacherFest 

Job Fair (3rd Thursday in February). 

Relationships formed in School of Education 

programs offer graduates significant paths for 

networking and links for career advancement. 

Graduates of the School of Education teach 

and administer in most public school districts, 

Catholic school systems and many nonpublic 

schools in Illinois and many other parts of the 

United States. 

Wellness center 

The Dominican University Wellness Center, 

located in the lower level of Coughlin Hall, 

provides counseling services, health services, 

health education, preventive health care and 

various developmental, educational, support 

and therapeutic groups. Outreach programs and 

workshops as well as consultation on issues of 

wellness education are available to all students.

The center is committed to maintaining an 

atmosphere of openness and trust, encouraging 

free exploration and discussion of attitudes, beliefs, 

values and behaviors that are similar to and/or 

different from those of other people. The staff is 

dedicated to the promotion of respect and 

sensitivity for all persons regardless of race, 

religion, national origin, ethnicity, physical ability 

or sexual orientation. The staff also actively 

encourages students to take responsibility for 

making decisions about their own physical and 

mental health and for protecting the health of 

others. Information exchanged between student 

and professional is kept in complete and strict 

confidence. If necessary, referrals can be made 

to professional community resources. 

counseling Services 

The counseling services staff offers personal and 

confidential assistance to all Dominican University 

students. Services are individualized to meet the 

unique concerns of the student, and may include 

counseling, education, consultation or referral 

to community providers. Student concerns 

may include identity issues, relationships, 

family connections, depression, anxiety, eating 

disorders or alcohol and/or substance abuse. 

Additionally, the staff can provide support and 

information on stress management, career 

indecision, selfesteem and time management. 

When emotional or behavioral difficulties affect 

academic performance, physical health or personal 

relationships, counseling services is a welcoming 

place to find help. To schedule an appointment 

with a counselor please call (708) 524-6455. 

Student Health Services 

The Student Health Center provides services to all 

Dominican students. The Student Health Center 

is staffed by a nurse practitioner and a registered 

nurse. A nurse practitioner is an RN (registered 



nurse) who has advanced education and clinical 

training in a health care specialty area. The nurse 

practitioner is able to prescribe medication and 

is board certified in family practice. In addition 

to providing medical treatment, the Student 

Health Center also refers students to doctors and 

specialist in the area. The following immunizations 

are available by appointment: tetanus/diphtheria, 

measles, mumps, rubella, meningitis, hepatitis 

A & B, HPV, flu shots, and allergy shots. 

Immunization records are monitored and 

maintained by Student Health Services. Examples 

of services provided include: cold/flu treatment, 

STD testing, pap smears, pregnancy testing, 

cholesterol/routine blood testing, physicals, TB 

tests, strep throat/mono tests, urinalysis, weight 

management, and preventative health maintenance 

visits. All interactions that occur at the student 

health center are respected, treated with sensitivity 

and kept confidential. 

Dominican University maintains a relationship 

with Gottlieb Memorial Hospital. All students are 

entitled to a 50% discount on services that occur 

in the emergency and radiology departments. In 

addition, students may be seen at the Oak Park 

Medical Practice for this same discounted rate. 

Oak Park Medical is located at 1100 Lake Street, 

Suite 150, Oak Park, IL. Please call for an 

appointment at (708) 386-2370. In the event of 

a health emergency on campus, please contact 

campus security at (708) 524-6300 or ext. 6300. 

In the event of a health concern after hours, 

please call (708) 524-6229 or ext. 6229 and 

follow the prompts. 

immunization 

On July 1, 1989, an Illinois law became effective 

stating that students registering for post-secondary 

education must submit to the university, evidence 

of immunity against those diseases specified in the 


Teach 

guide 


rules and regulations promulgated by the Illinois 

Department of Public Health. When registering, 

students must provide proper documentation of 

immunizations received. 

A form will be sent to each matriculated 

student, itemizing the necessary immunizations. 

The completed form must be returned to the 

Office of Health Services before registration 

becomes final. Individuals born before January 1, 

1957 only need to provide proof of age and birth 

date, e.g., birth certificate, driver’s license (if birth 

date is shown), passport or other documentation 

and proof of a tetanus/diphtheria shot within the 

last 10 years. 

Immunization records may be obtained from 

the physician or clinic where shots were received 

or from the high school or previous college 

attended. If records are unobtainable, in some 

cases, immunizations may have to be repeated. 

Blood tests for measles, mumps, and rubella can 

be performed to check for immunity. Please visit 

the health and counseling section on the web 

site www.dom.edu located under student life 

and student services or contact Student Health 

Services. directly for further information at 

(708) 524-6229. 

University ministry 

University Ministry welcomes people of all 

religious traditions and cultures to explore and 

enliven their spirituality and faith. Rooted in the 

Catholic Dominican tradition, University ministry 

provides an atmosphere of hospitality and offers 

a variety of programs and services through which 

faith and spirituality are explored, relationships 

are developed, and service and justice are 

experienced as vital to living well in our world. 

Students are invited to enrich their Dominican 

experience by participating in university ministry 


programs, liturgies, interfaith dialogues, social 

justice and service opportunities, as well as 

ongoing conversations about faith in our lives 

and in the world. 

campus Security and operations 

The Office of Campus Security and Operations 

serves the safety and security needs of the 

university. The office is responsible for opening 

and closing buildings, inspecting buildings and 

grounds for safety hazards, and enforcing the 

Dominican University parking policy. The staff is 

trained to handle emergency situations including 

police, fire and ambulance assists. In addition, 

campus security works closely with the residence 

life staff in support of the residence halls. The 

security staff is on duty and available 24 hours 

a day, 365 days a year. For non-emergency 

assistance, call the security dispatcher at 0 from a 

campus phone. In an emergency, dial 911 from a 

campus phone. 

Parking Policy 

Parking at Dominican University is allowed by 

permit only. A parking permit can be purchased 

for $50.00 at the Campus Safety and Security 

office. Office hours are Monday through Friday 

from 8:00 AM until 4:00 PM. The first four weeks 

of the Fall and Spring semesters, the Campus 

Safety and Security office will have extended hours 

to better accommodate students’ needs. 

In order to purchase a vehicle sticker, a student 

has to show proof of vehicle ownership (i.e. 

insurance card), valid driver’s license, and proper 

vehicle information including vehicle make, 

model, and license plate number. Stickers will 

not be sold without all information properly 

documented. Stickers are to be affixed to the 

lower front windshield, on the driver’s side. The 

vehicle sticker authorizes the vehicle to park on 

campus but it does not guarantee a parking spot.

The University has three parking lots and a parking 

garage on the Main Campus and additional 

designated areas at the Priory Campus. There is 

some restricted parking on campus. Information 

about these restrictions may be obtained from the 

Office of Campus Safety and Security. 

Dominican University Campus Safety and Security 

is responsible for monitoring vehicle parking and 

ticketing violators on campus. In addition, the 

River Forest Police Department regularly patrols 

the campus and tickets violators in handicapped 

spaces and fire lanes. Information about fines 

and consequences for repeated violations may 

be obtained firm the Office of Campus Safety 

and Security. 

Student iD cards 

All students are required to have a current ID 

card. Photo ID cards are issued annually by the 

campus operations department. There is no 

charge for the first ID card. However, there is 

a $5 replacement fee. 

Student center 

The Student Center houses the university’s athletic 

and recreation facilities. Its facilities include the 

15,000-square-foot gymnasium known as the Igini 

Sports Forum, a suspended running track, two 

racquetball courts, a 2,400-square-foot fitness 

center, a free weight room and a swimming pool. 

The Stepan Bookstore and the Grill are also 

located in the Student Center. 




Ben freville 

master of Science in Special 

Education ’02 



each 

Tinspire 

ADMINISTRATION 

FACULTY 

My educational 

experiences at 

Dominican university 

completely prepared 

me to become a 

successful High 

School teacher. 

Through my hard 

work and the 

dedicated hard work 

of my professors and 

the support staff, 

I began my teaching 

career with 

confidence. A week 

hasn’t passed 

without me directly 

applying something 

that I learned at 

Dominican to my 

own classroom. 

Bill KryPEl maT ’04 

Ceramics Teacher 

Lyden High School 

franklin park, IL

aDmiNiSTraTioN aND 

facUlTy 

ScHool of EDUcaTioN 

Administration 

Sr. Colleen McNicholas, OP, PhD 

Dean 

Colleen Reardon, Ed.D. 

Associate Dean 

Administrative Staff 

Bridget Burns, MSED 

Director, Online Master of Arts in 

Education Programs 

Monica Joy Defendorf, MSEd 

Assessment Coordinator/Data 

Manager 

Sr. Margaret Geraghty, BVM, PhD 

Director, Field Experiences and 

Clinical Practice 

Keven Hansen, MA 

Coordinator, Recruitment and 

Admissions 

Matisse Hogsett, BS 

Admissions Assistant 

Marilyn Jancewicz, MEd 

Coordinator, On-Site Field 

Experience 

Amy Laleman, BS 

Administrative Assistant to 

the Dean 

Mary Nardulli, BS 

Coordinator, Student Services 

Faculty 

Sr. Colleen McNicholas, OP, PhD 

Dean, School of Education 

Associate Professor of 

Educational Administration 

PhD, Fordham University, 

New York 

MA, University of Illinois, 

Urbana-Champaign 

BA, Dominican University, 

River Forest 

scolleen@dom.edu 

Colleen Reardon, EdD 

Associate Dean 

Associate Professor of Special 

Education 

EdD MEd, De Paul University, 

Chicago 

Med., De Paul University, Chicago 

BA, St Louis University, St. Louis 

creardon@dom.edu 

Sr. Jan Brynda, MAEA 

Graduate Advisor 

Adjunct Assistant Professor 

of Education 

MAEA, Loras College, 

Dubuque, IA 

MA, St. Louis University, St. Louis 

BA, Edgewood College, Madison 

jbrynda@dom.edu 

Bonnie Burns, EdD 

Associate Professor of Education 

EdD, Loyola University, Chicago 

MA, Northeastern Illinois 

University, Chicago 

BA, Northeastern Illinois 


bburns@dom.edu 

Mary Ann Christensen, PhD 

Director, Gifted Program 

Assistant Professor of Special 

Education 

PhD, Loyola University, Chicago 

MSEd, Dominican University, 

River Forest 

BA, Washington University, 

St. Louis 

marychristensen@scienceandarts 

academy.org 

aDmiNiSTraTioN aND facUlTy 


• Administration and Faculty 

Christopher Ben Freville, MSSpEd 

Department Chair: Undergraduate 

Teacher Education Programs 

Assistant Professor of Education 

Doctoral Candidate, Loyola 


MSSpEd, Dominican University, 

River Forest 

MTS, Catholic Theological 

Union, Chicago 

BA, Bellarmine University, 

Louisville, KY 

freville@dom.edu 

Kimberly Garrett, EdD 



MS, Dominican University, 

River Forest 

BS, Columbia College, Chicago 

Samina Hadi-Tabussum, EdD 


EdD, Columbia University, NY 

MEd, University of St. Thomas, 

Houston 

BA, Northwestern University, 

Evanston 

shadi@dom.edu 

Lucy Harth, PhD 

Assistant Professor of Special 

Education 

PhD, Northwestern University, 

Evanston 

MA, Northeastern Illinois University, 

Chicago 

BS, Northwestern University, 

Evanston 

Therese Hogan, EdD 

Director, Special Education Programs 

Associate Professor of Special 

Education 

EdD, Northern Illinois University, 

DeKalb 

MSEd, Northern Illinois University, 

DeKalb 


River Forest 

tfhogan@dom.edu 


each 

Tinspire 


Christine M. Kelly, EdD 

Director, Administrative 

Leadership Programs 


EdD, National Louis University, 

Evanston 

MEd, National College of 

Education, Evanston 

BA, DePaul University, Chicago 

ckelly@dom.edu 

Dennis J. Kirchen, EdD 

Director, Early Childhood 

Education Programs 

Associate Professor of Early 

Childhood Education 

EdD, Northern Illinois 

University, DeKalb 

MEd, Erik H. Erickson Institute 

at Loyola Unversity, Chicago 

BA, National Louis University, 

Evanston 

dkirchen@dom.edu 

Sr. Mary Kremer, OP, PhD 

Director, Alternative Certification 

Program 


PhD, University of Illinois, 

Chicago 

MREd, Loyola University, Chicago 


River Forest 

mekremer@dom.edu 

Douglas Lia, EdD 



DeKalb 

MSEd, Northern Illinois 


BA, Cornell College, 

Mt. Vernon, IA 

dlia@dom.edu 


Marilyn Ludolph, EdD 

Director, Master of Arts in 

Education (Reading and 

Curriculum and Instruction) 


EdD, National Louis University, 

Evanston 

MEd, Northern Illinois University, 

DeKalb 

BEd, Northern Illinois University, 

DeKalb 

mludolph@dom.edu 

Tyra Manning, EdD 

Assistant Professor of Educational 


EdD, University of Kansas, 

Lawrence,KS 

MSEd, University of Kansas, 

Lawrence, KS 

BS, Washburn University, 

Topeka, KS 

tmanning@dom.edu 

Nancy McCabe, PhD 

Coordinator, Undergraduate 

Elementary Teacher Education 

Program 


of Education 


MA, Cardinal Stritch University, 

Milwaukee 

BA, Edgewood College, 

Madison,WI 

nmccabe@dom.edu 

Anita Miller, EdD 

Director, Master of Arts in 

Teaching Program 



MS, Northern Illinois University, 

DeKalb 

MS, Northern Illinois University 

BA, Greenville College, 

Greenville,IL 

amiller@dom.edu 

Josephine T. Sarvis, PhD 



MEd, Boston College, 

Boston, MA 

BA, Boston College, 

Boston, MA 

jsarvis@dom.edu 

Debra Vinci Minogue, EdD. 



MA, St. Xavier University, 

Chicago 

BA, Bradley University, Peoria 

dminogue@dom.edu 

Adjunct Faculty 

Linda Berner, MEd. 

Adjunct Instructor of Education 

MEd, University of Illinois, 

Urbana 

B.S. University of Illinois, 

Urbana 

Lorelei Bobroff, MAEA 


MAEA, Dominican University, 

River Forest 

BS, Loyola University, Chicago 

Eileen Bonner, MEd 


MEd, National Louis University, 

Chicago 

BS, Northern Illinois University, 

DeKalb 

Bonnie Boyer, EdD 


of Education 

EdD, Roosevelt University, 

Schaumburg 

MS, Ithaca College, Ithaca, NY 

BS, University of Connecticut, 

Storrs, CT

Patricia Brown, PhD 


of Education 


MA, Concordia University, Chicago 



Jennifer Buehler, MA 


MA, Concordia University, 

Chicago 

BA, University of Illinois, Chicago 

Robert Bures, MA 


MA, Chicago State University, 

Chicago 

BS, Illinois Institute of 

Technology, Chicago 

Bridget Burns, MAEA 

Director, Online Master of Arts 

in Education 


MAEA, Governors State University, 

University Park 

BS, Loyola University, Chicago 

Helen Callahan, MA 





River Forest 

Lori Connolly, MAEA 


MAEA, Governors State University, 



Mary Conrad, MSEd 


MSEd, Loyola College, Baltimore 

BA, Towson State University, 

Towson, MD 

Sr. Carolyn Croft, OP, MAEA 



River Forest 

MSSpEd, University of St. Thomas, 

Minneapolis, MN 

Vito DeFrisco 



River Forest 

BA, DePaul University, Chicago 

Joseph DiCiolla 


MS, Northern Illinois University, 

DeKalb 

MA, DePaul University, Chicago 


J. Bart Eiduke, MSEd 

Adjunct Instructor of Educaton 

MSEdAdmin, Northern Illinois 


BA, Edinboro State College, 

Edinboro, PA 

Terry Eiduke, MA 


MA, Aurora University, Aurora, IL 

BS, California State University, 

California, PA 

Grace Fiorenza, MS, MHS 

Adjunct Assistant Professor of 


MHS, Governors State University, 

University Park,IL 

MS, Chicago State University, 

Chicago 

BA, St. Xavier University, Chicago 

Brenda Grusecki, MA 


MA, Northwestern University, 

Evanston 

BA, University of Iowa, 

Iowa City, IA 

aDmiNiSTraTioN facUlTy 


• Adjunct Faculty 

Allyson Gunter, MA 


MA, National Louis University, 

Chicago 

BA, Chicago State University, 

Chicago 

Paula Herron, MA 


MA, Governors State University, 


BA, Philander Smith College, 

Little Rock, AR 

Mary Isselhard, MEd 


MEd, DePaul University, Chicago 

BA, Elmhurst College, Elmhurst 

Michele Jenkins, PhD 


Education 


MAEA, Northeastern Illinois 


BA, Northeastern Illinois University, 

Chicago 

Marianne Johnson, MAEA 

Adjunct Instructor of Educational 



River Forest 

BA, Dominican College, Racine 

Kathleen Johnston, MS 


MS, Wheelock College, 

Boston, MA 

BA, Coe College, 

Cedar Rapids, IA 

Terence Jones, MEd 


MEd, University of Illinois, 

Chicago 




each 

Tinspire 


Michael Korsak, EdD 




MS, Chicago State University, 

Chicago 

BS, Chicago State University, 

Chicago 

William Krypel, MA 


MA, Dominican University, 

River Forest 


River Forest 

Christopher Ledwidge, JD 


JD, Stanford University 

MA, Northwestern University, 

Evanston 

BA, University of Notre Dame, IN 

Margaret Leja, MA 



River Forest 

BS, University of Illinois, Chicago 

Chrystie Ortega, MA 



River Forest 

BS, Grand Valley State University, 

Allendale, IL 

Michele Ramsey, MAEA 



River Forest 

BA, Loyola University, Chicago 

Joseph Ritchie, EdD 


Special Education 


MS, Dominican University, 

River Forest 


River Forest 


Kathryn Rzany, MAEA 




River Forest 

BA, Clarke College, Dubuque, IA 

Timothy Sheldon, MEd 


MEd, Loyola University, Chicago 

BA, Georgetown University, 

Washington DC 

Neal Takiff 


JD, New York University, New 

York, NY 

BA, Duke University, 

Durham, NC 

Marlene Talaski, EdD 


of Education 


MEd, DePaul University, Chicago 

BS, DePaul University, Chicago 

Christine Weiner, MAEA 



River Forest 


River Forest 

Dawn Winkelman, MSEA 


MSEA, Northern Illinois 




BS, Northern Illinois University, 

DeKalb


each 

Tcounsel 

COURSE 

DESCRIPTIONS 

There is nothing 

more rewarding than 

working together 

with my students 

to facilitate their 

learning and growth. 

They approach the 

material with a vigor 

and ingenuity that 

makes every teaching 

experience unique 

and enriching. 


gave me the methods 

and practice I use 

as a teacher every 

day to engage my 

students in 

meaningful learning 

activities. 

cyNTHia ElliS 

maT ’09 

English Teacher 

Trinity High School 

river forest, IL

Teach 

counsel 

coUrSE DEScriPTioNS 

Courses in Early Childhood Education 

ECE 500 

Child Growth and Development (3) 

(also listed as SPED 500) 

This course is a comprehensive introduction to 

the principles and basic concepts of typical and 

atypical child growth and development. The 

course integrates the physical, cognitive and 

social dimensions of a child’s life from prenatal 

development through pubescence. Specific 

emphasis will be given to the growth and 

development of young children from birth 

through eight years. 

ECE 501 

History and Philosophy of Early Childhood 

Education (3) 

In this course, candidates focus on the historical 

and philosophical aspects of Early Childhood 

and Special Education as related to contemporary 

society. Candidates study key individuals, 

movements, and curricula, and apply a 

multicultural, multidisciplinary, and inclusive 

approach to the formal and informal education 

of all young children. 

ECE 503 

Child, Family and Community Relations (3) 

(also listed as SPED 503) 

The purpose of this course is to assist candidates 

in developing the necessary skills to work 

cooperatively with families and community 

members. This starts with the understanding that 

all young children are fully functioning members 

of a diverse and multicultural school, family, and 

community. In this class, candidates gain insight 

into family perspectives and experiences by 

examining the social, economic, legislative and 

technological impacts on children and families, 

including families with special needs children. They 

evaluate existing support services and service 


delivery models in the school and community 

with respect to diversity, exceptionality, and family 

health and well being. A particular emphasis 

is placed on strategies to promote and assure 

effective communication, collaboration and 

consultation between home, school and 

community. Topics covered include, but are 

not limited to, social-ecological framework and 

assessment, life-span development in relation to 

life history and historical moments, community 

resources, programs, and service personnel, 

cultural sensitivity, family demographics, family 

systems theory, family stressors and grievance, 

intergenerational family assessment, child abuse 

and neglect, collaborative and communicative 

techniques, professional ethics, legal rights of 

parents, teachers and students in the school 

system, legislation and advocacy. 

ECE 504 

Research in Early Childhood Education (3) 

The purpose of this course is to introduce 

candidates to research in the field of Early 

Childhood Education. This course includes an 

overview of the different types of quantitative 

and qualitative research, educational statistics and 

methodologies for conducting and evaluating 

research. Using a variety of research studies, 

candidates critically read and analyze research 

in the field. They then determine how to apply 

research to practical school situations by designing 

and proposing a research study. 

ECE 530 

Early Childhood Education Assessment (3) 

In this course, candidates address specific 

assessment techniques for use with all young 

children from birth through third grade, 

including young children with disabilities. The 

course emphasizes formal and informal techniques 

and strategies needed for making decisions 

regarding individual and group development,

diagnosis and placement, learning, curricula, 

and instructional approaches and modifications 

appropriate for all young children and their families. 

Candidates examine specific formal and diagnostic 

instruments, interpret data from case studies, and 

explore considerations unique to the assessment 

of young children. 

ECE 572 

Internship and Seminar: Early Childhood 

Education (2) 

The purpose of this course is to combine fieldwork 

with a seminar in order to introduce the candidate 

to the early childhood classroom. Each candidate is 

assigned to a school setting with a diverse group 

of students, ages birth to eight years, in which the 

candidate observes and participates in early 

childhood classroom activities. The candidate 

attends a weekly seminar in order to share his or 

her experiences and to discuss issues related to the 

early childhood classroom. Topics discussed include 

environment preparation, classroom management, 

daily scheduling, lesson planning, cooperative 

grouping, and learning centers. Candidates 

completing this course satisfy the 100 hours of 

pre-student teaching field experience. 

ECE 580 

Instructional Methods of Curriculum and 

Organization in the Early Childhood 

Classroom (3) 

In this course, candidates focus on developmentally 

appropriate instructional methods and materials 

for teaching the creative and expressive arts in 

diverse and inclusive early childhood settings. 

Areas such as music, movement, storytelling, 

creative writing, poetry, and art are considered. 

Candidates examine procedures for planning, 

organizing, and interpreting various methodologies 

and environments for all young children in 

the pre-primary and primary early childhood 

classrooms. Additionally, the selection and 



•Courses in Early Childhood Education 

implementation of curricular modifications for 

exceptional children are explored. 

Prerequisite: ECE 500 or ECE 501 

ECE 581 

Methods of Teaching Reading for the Young 

Child (3) 


appropriate instructional methods and materials 

for promoting and teaching reading and literacy 

in diverse and inclusive early childhood settings. 

Candidates explore recent research, philosophical 

and theoretical views, issues related to emergent 

literacy, and quality children’s literature. Candidates 

examine procedures for planning, organizing, 

and interpreting various methodologies and 

environments for all young children in the 

pre-primary and primary early childhood 

classrooms. Additionally, candidates explore 

the selection and implementation of curricular 

modifications for exceptional children. 

Prerequisite: ECE 500 or ECE 501. 

ECE 582 

Theory of Play (2) 

In this course, candidates focus on the theoretical 

and methodological aspects of play and its effect 

on a child’s physical, cognitive, social and 

emotional development. Course content 

emphasizes the importance of children’s play, 

identifies how play environments are organized 

in diverse and inclusive early childhood settings, 

and illustrates how play is used to promote 

learning. Candidates examine procedures for 

planning, organizing, and interpreting various 

methodologies and environments for all young 

children in the pre-primary and primary early 

childhood classrooms. Additionally, candidates 

explore the selection and implementation of 

curricular modifications for exceptional children. 



Teach 

counsel 


ECE 584 

Techniques and Methodologies in the Early 

Childhood Education Classroom (3) 


appropriate instructional methods and materials for 

teaching mathematics, science and social studies 

in diverse and inclusive early childhood settings. 

Candidates examine procedures for planning, 

organizing, and interpreting methodologies and 



classrooms. Additionally, candidates explore the 

selection and implementation of curricular 

modifications for exceptional children. 


ECE 585 

Early Childhood Speech and Language (3) 

In this course, candidates study various theories 

and stages of typical and atypical speech and 

language development at the early childhood level. 

As a result of demonstrations and observations, 

candidates familiarize themselves with speech 

and language screening and diagnostic processes 

for young children. They also explore a variety 

of direct and indirect language stimulation 

techniques and learn how to create an 

environment that supports language acquisition 

for all young children. 

ECE 597 

Clinical Experience in Early Childhood 

Education (4) 

The purpose of this clinical experience is to 

assist candidates in applying their theoretical 

and methodological knowledge and skills to 

the diverse and multicultural early childhood 

classroom. During clinical practice, candidates 

engage in a guided, full-time teaching experience 

in an early childhood classroom under the 

cooperation and supervision of a mentor teacher 

and university field supervisor. Clinical practice 


consists of the candidate observing the students, 

the environment, and the cooperating teacher, as 

well as being responsible for the developmentally 

appropriate instruction of students individually, in 

small groups, and as a whole class. Candidates 

in this course concurrently enroll in the early 

childhood clinical practice seminar. 

ECE 598 

Clinical Experience Seminar in Early Childhood 

Education (1) 

The purpose of this weekly seminar is to encourage 

candidates to collegially discuss the demands, 

challenges, and rewards of clinical experience in 

early childhood education. Candidates discuss 

experiences and explore ways to continue meeting 

student needs. This seminar also serves as a 

platform for bridging the candidate’s university 

experience to the early childhood profession. 

Candidates explore topics such as job search and 

employment, continued professional development, 

the promotion of positive change in educational 

contexts, professional organizations, and 

professional advocacy. To show that bridging is 

occurring, candidates complete their professional 

portfolios, which align with Illinois State Standards. 

Candidates in this course concurrently enroll in the 

early childhood clinical experience. 

TEacH for amErica ProGram coUrSES 

ECE 540 

Child Growth and Development (4) 

This course serves as a comprehensive introduction 

to the theories, principles, and concepts of typical 

and atypical child growth and development. The 

course addresses the physical, cognitive, language 

and social-emotional dimensions of a child’s life 

from prenatal development through pubescence. 

Specific emphasis is given to the growth and 

development of young children aged birth through 

eight years.

ECE 541 

Methods of Teaching Reading and Language Arts 

for the Young Child (4 Credits) 

In this course, candidates focus on the 

developmentally appropriate instructional methods 

and materials for promoting and teaching reading 

and literacy in diverse and inclusive early 

childhood settings. Candidates explore recent 

research, philosophical and theoretical views, and 

issues related to emergent literacy, quality children’s 

literature, and environments that support language 

acquisition and the development of the children’s 

ability to read, write, speak, and listen. Candidates 

examine procedures for planning, organizing, 

and assessing various methodologies and 



classrooms. Additionally, candidates select and 

implement curricular modifications for 

exceptional children. 

ECE 542 

Instructional Methods of Curriculum and 

Organization in the Early Childhood 

Classroom (4) 


developmentally appropriate instructional methods 

and materials for teaching the creative and 

expressive arts in diverse and inclusive early 

childhood settings. Areas such as music, movement, 

storytelling, creative writing, poetry, art, and play 

are considered. Candidates examine procedures 

for planning, organizing, and assessing various 

methodologies and environments for all young 

children in the pre-primary and primary early 

childhood classrooms. Additionally, candidates 

select and implement curricular modifications for 

exceptional children. 



• Courses in Education and Administrative 

Leadership 

coUrSES iN EDUcaTioN aND aDmiNiSTraTivE 

lEaDErSHiP 

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 basic 

understandings of lesson planning and instructional 

strategies to help maximize student learning. 

Candidates are introduced to the Illinois 

Professional Teaching Standards, Core Technology 

Standards for All Teachers, Illinois Content-Area 

Standards, and Illinois Learner Outcomes 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 classroom 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). Candidates explore 

effective instructional strategies and processes for 

applying theory in practice. They also examine 

current challenges facing teachers in increasingly 

diverse classrooms in today’s schools. Candidates 

also examine current research and journal articles 

to develop a grasp of available resources to 


Teach 

counsel 


support teaching. They learn to apply this 

foundational knowledge in instructional situations 

in elementary, middle and secondary school 

settings to meet individual student needs. 

NOTE: Candidates are required to earn 25 hours of 

early 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. 

NOTE: This course may be taken after completing 

the requirements for teacher certification. 

Prerequisites: EDU 502, EDU 520, EDU 611, 

SPED 522. 

EDU 530 

Rethinking Curriculum (3) 

This course considers contemporary issues 

related to curriculum. Candidates explore the 

relationship of historical and contemporary 

approaches to curriculum in light of the specific 

social, historical and economic contexts in which 

they evolved. Candidates study the impact of 

the growing body of research related to student 

achievement and its implications for curriculum. 

They also analyze the impact of a diverse student 


population on curriculum development and 

implementation. 

EDU 532 

Tools and Techniques in Assessment (3) 

This course examines assessment both in the 

context of educational decision-making 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. Candidates 

examine types of assessments, including portfolios, 

and 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. 

NOTE: This course may be taken after completing 

the requirements for teacher certification. 


SPED 522. 

EDU 533 

Reading and Writing Instruction and 



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. 


early field experience to complete this course. 

Prerequisites: EDU 502, EDU 520, EDU 611. 

EDU 535 

Reading in the Content Areas for Middle Level 

and Secondary Teachers (3) 

In this course, participants 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. To demonstrate their learning, 

reading specialist candidates present a mock staff 

development session. The content of this course 

will address Illinois Reading Specialists Standards 1, 

2, 4, 5, and 8 and Core Language Arts Standards for 

All Teachers Standards 1, 2, and 3. 




EDU 537 

Diagnosis and Assessment in Reading (3) 

The course prepares candidates to create, 

administer, and interpret a wide variety of informal 

classroom assessments and standardized literacy 

assessments to screen, diagnose and plan 

remediation for students who are struggling with 

literacy development. Candidates practice test 

administration and diagnosis with developmental 

and remedial students. They learn the ethics of 

testing procedures and report preparation. The 


Specialists Standards 1, 2, 6, and 8. Candidates 

must apply for and be accepted into this class. 

EDU Reading Clinic 555 must be taken the 

following semester. 





EDU 541 

Developmental and Remedial Materials and 

Resources in Reading (3) 

In this course, candidates will investigate 

current philosophies and practices in literacy 

instruction. Developmental and remedial materials, 

including basal programs, leveling systems, scope 

and sequence, and supplementary sources 

and materials, will be examined. Candidates 

will develop guidelines for evaluating and 

selecting materials for classroom and small group 

use. They will identify the characteristics of 

successful reading professionals and the resources 

they use: professional journals, national and state 

standards, professional organizations, and on-line 

resources. Attendance at a professional reading 

conference is a field experience requirement. The 


Specialists Standards 1, 4, 7, and 8. 

EDU 542 

Developmental and Remedial Instruction and 

Support in Reading (3) 

In this course candidates will examine 

various individualized and group instructional 

interventions and programs. They will become 

familiar with and evaluate exemplary and 

controversial programs through a field experience 

visitation. Current research and trends and issues 

in literacy instruction will be discussed. The 


Specialists Standards 1, 2, 3, 4, and 5. 

EDU 555 

Reading Clinic (3) 

This course provides reading specialist candidates 

with an opportunity to put into practice theories of 

reading diagnosis and remediation, and selection of 

materials and resources. Under the supervision of 

a certified Reading Specialist, candidates determine 

strengths and needs of individual students who are 

experiencing difficulties in reading and develop an 


Teach 

counsel 


intervention plan. Candidates prepare professional 

case studies and collaborate with allied 

professionals. The content of this course addresses 

Illinois Reading Specialists Standards 1, 2, 3, 4, 6, 7 

and 8. 

Prerequisite: EDU 537. 

EDU 560 

Integrating Technology Into the Curriculum (3) 

This course provides a hands-on approach to 

integrating technology into the instructional 

and administrative aspects of teaching at the 

elementary, middle, and secondary school levels 

based on the Illinois Professional Teaching 

Standards, Illinois Learner Outcomes Standards, 

and Core Technology Standards for All Teachers. 

Candidates study, evaluate, and use a variety of 

professional and instructional software to develop 

instructional tools and complete administrative 

tasks. Candidates develop Web pages and use 

the Internet as a teaching tool. Candidates study 

processes for hardware and software selection. 

They also explore the selection, evaluation and 

use of multimedia. 


EDU 566 

Teaching Mathematics for Elementary and 


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, and assessment strategies. 

They learn how to integrate technology into the 

curriculum. 




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 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. The content of this course addresses

Illinois Professional Teaching Standards 1-11. 


EDU 571 

Curriculum Design and Instructional Strategies 

for Middle Level Teachers (3) 

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. 




EDU 573 

Teaching Social Science for Elementary and 


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 582 

Children’s Literature (3) 

In this course participants will focus on the 

evaluation, selection, and the use of quality 

children’s literature appropriate to the needs and 

interests of preschool to secondary students. 

Candidates will investigate research in various 

areas of children’s literature and its applicability to 

classroom settings. During the course, candidates 

will explore assessment practices, instructional 

methods, instructional materials, and media 

and technology in connection with children’s 

literature. Emphasis will be placed on ways that 

literature may enhance children’s use of local 

libraries, museums, and educational institutions. 

In addition, candidates learn about the importance 

of family involvement in supporting readers. The 


Specialists Standards 1, 4, and 7. 

EDU 600 

Instructional Leadership (3) 

This course introduces candidates to educational 

administration and focuses on the role of the 

principal of an elementary or secondary school. 

Focusing on the principal as person, candidates 

explore the many dimensions of the role itself. 

Leadership theory and styles of leadership are 

discussed. The major elements of public and 

nonpublic administration are outlined with special 

emphasis on nonpublic administration and the 

foundations and values related to it. Candidates 

examine key concepts and learn to differentiate 

between how they apply in nonpublic and public 

school contexts. The content of this course 

addresses Educational Leadership Constituent 

Consortium (ELCC) Standard 4 and Illinois 


Teach 

counsel 


Professional School Leader (IPSL) Standards 1C, L; 

2A, I, S, EE; 5A, D, F, G; 6A, P. 

EDU 602 

Curriculum for Administrators and 


In this course, participants learn a rationale and 

framework for analyzing and interpreting the 

curriculum and program of instruction in an 

educational institution. They study major 

curriculum theories with an emphasis on 

understanding the principles for curriculum 

planning and development in an individualized 

environment. The content of this course addresses 

ELCC Standard 2, IPSL Standards 1A, H; 3B-E, G, 

H, M, T-W, Y-BB, GG. 

EDU 603 

School Finance (3) 

This course is based on the premise that financing 

a nonpublic school is different from financing a 

public school. Initially the class focuses on the 

elements of the nonpublic school financial 

program including overall financial planning, 

procedures for responsible budgeting and fiscal 

management, and technological trends in school 

business management. Then the focus shifts 

to fiscal management in public schools, 

emphasizing sources of revenue and school 

policies and procedures found in the Illinois 

School Code. This course addresses ELCC 

Standard 3,6 and IPSL Standards 1K; 3E, H, M, 

P; 6F. 

EDU 604 

Personnel and Program Development for 


In this course, candidates investigate various 

models of staff development in the context of how 

to create an effective learning environment. They 

learn skills for teacher interview, observation, 

and evaluation. The course emphasizes 


methodologies for inter/ intra-faculty in-service and 

mutuality in learning. The content of this course 

addresses ELCC Standard 2 and IPSL Standards 1J, 

K, N, P; 2A, J, G, X, CC, DD, FF, MM; 3D, I, K, L. 

EDU 605 

Interpersonal Communication for 


This course focuses on concepts, theories, and 

skills of operational communications that enable 

an administrator to coordinate the strengths of 

personnel in reaching common goals. Candidates 

examine communication styles, team-building 

strategies, conflict resolution, shared decision 

making models, crisis communications. They also 

explore models of governance and acquire skills 

for working with school boards, boards of trustees, 

parent organizations, and other community-based 

groups. The content of this course addresses ELCC 

Standard 3,4, 6 and IPSL Standards 1F, O, Q; 2Q; 

4C, F, I, K; 5C, I; 6B, E ,F, M-O. 

EDU 606 

Research (3) 

The purpose of this course is to assist each 

candidate to become a reader of and critical 

thinker about both quantitative and qualitative 

educational research and testing. As a foundation, 

candidates get an overview of fundamental 

educational statistics. Candidates examine 

research studies in education, assessing their 

importance and applying research information 

to practical school situations, including curriculum 

and program development. The steps in 

conducting research are also addressed. 

EDU 608 

School Law (3) 

This course provides candidates an in-depth study 

of the legal aspects of educational administration, 

including the relationship between the school 

administrator and local, state, and federal

governments. Candidates examine the law and the 

impact that legal decisions have on the relationships 

that exist between public and private schools. They 

relate their study to ELCC Standard 3,5,6 and IPSL 

Standards 3B,C, G,V,W. 

EDU 610 

Strategic Planning (3) 

This course introduces candidates to strategic 

planning in the school setting. Candidates 

participate in a comprehensive process of strategic 

planning in actual school situations. The process 

reflects core values that underlie planning and that 

should be operative in nonpublic as well as public 

schools. Organizational development is studied as 

a means to effectively implement the strategies and 

goals that surface in the strategic planning process. 

Of special note is that the process is future 

responsive and efforts are made to heighten the 

awareness of participants about trends and future 

projections especially as they relate to education. 

In the final component of the class, candidates 

receive an overview of comprehensive 

development. Course work addresses ELCC 

Standard 1,3,4,6 and IPS L Standards 1B, D, I-K, M, 

N, R; 2P, II, LL; 3A, I; 4E, F, L; 5E and 6F. 

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 multicultural 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 MAT program. 





EDU 620 

Comprehensive Seminar (3) 

The seminar provides a survey of the theories and 

practices of contemporary educational leadership 

and administration. Although the instructor 

presents some material and introduces candidates 

to practical situations experienced by 

contemporary educational leaders, the core of 

the course rests with those enrolled in the course 

who are responsible for investigating various topics 

and presenting their findings to their peers. Each 

candidate is required to create a comprehensive 

research paper and to make a major oral 

presentation. 

NOTE: EDU 623 Internship is taken concurrently 

with EDU 620.ELCC Standards 1-7 and IPSL 

Standards 1O; 2A, F, N, O, R, V, X, JJ, NN; 3C, F, 

G; 4A, B, D, G, H; 6G apply in both this course 

and EDU 623. 

EDU 623 

Internship (1) 

This course provides candidates with an 

opportunity to put theory into practice in an 

academic setting identified in dialogue with the 

program director. Candidates complete the 

development of a professional portfolio in accord 

with the Illinois Professional School Leader 

Standards listed in the description for EDU 620 

which the candidate takes concurrently with 

EDU 623. 

NOTE: Upon completion of this course, candidates 

will have logged 100 field experience hours and 

25 shadowing hours. 

EDU 650 

Theoretical Foundations of Teaching English As 

A Second Language (3) 

In this course, candidates explore theoretical 

frameworks for first and second language 

acquisition and learning, as well as the principles 


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underlying them, the practical applications for 

using them in instructional planning, and 

support for English Language Learners within 

academic settings. 

EDU 651 

Methods and Materials for Teaching English As 

A Second Language (3) 

In this course, candidates explore effective 

instructional methods and curriculum design for 

teaching English As A Second Language. Current 

approaches to English language teaching, as well 

as reflection on new insights from research in 

second language acquisition, are examined. 

EDU 652 

Historical Foundations of Bilingual 

Education (3) 

In this course, candidates survey theoretical 

constructs of bilingual schooling in the United 

States and other multilingual societies from 

historical, political, philosophical, sociological, 

and pedagogical perspectives. Using an historical 

trajectory that takes into account different bilingual 

populations from all regions of the country, 

candidates examine national and state policy issues 

and legal aspects of how bilingual students should 

be served in local schools. 

EDU 653 

Methods and Materials for Teaching in Bilingual 

Education Programs (3) 

In this course, candidates explore effective 

instructional methods and curriculum design for 

development of native language proficiency in 

the bilingual classroom. Candidates identify, 

formulate, apply, and adapt approaches and 

methods in order to develop high quality 

instruction that will enhance students’ cognitive 

and academic growth in their primary language, 

including the use of various technology and 

software programs. 


EDU 654 

Assessment of English Language Learners (3) 

In this course, candidates analyze a number of 

issues in the assessment of English Language 

Learners. Candidates examine the political context 

for assessment, including trends in statewide 

testing and recent changes in federal legislation 

and study the guidelines for appropriate 

assessment procedures in the identification and 

placement of English language learners and those 

with possible learning disabilities. Candidates 

also examine various types of classroom-based 

assessments used in education today and learn 

how to link assessment to instruction. 

EDU 655 

Language and Culture (3) 

In this course, candidates focus on the lives of 

language minority students in schools and 

communities and examine the many different 

cultural processes at work. These processes 

include cultural transmission, biculturalism, 

acculturation, and assimilation. Candidates assess 

the interplay of these processes with students’ 

language development. 

EDU 656 

Linguistics and Language Development (3) 

In this course, candidates undertake the scientific 

study of language through an analysis of 

phonetics, phonology, syntax, semantics, and 

pragmatics. Candidates develop strategies and 

techniques to improve their students’ 

understandings of sound-letter correspondence, 

letter-word formation, word patterns, sentence 

structure, and discourse levels. The course also 

includes a study of the history of the English 

language and other linguistic family trees.

EDU 661 

Literacy Development for English Language 

Learners (3) 


developmental stages, skills, and processes of 

reading and writing acquisition for English 

Language Learners. Candidates explore how the 

teaching of reading and writing in both the first 

and second language provides the foundation 

for the full development of academic language 

proficiency in various content areas such as 

science, social studies, and math. 

EDU 669 

Applied Field Research (4) 

This capstone course challenges candidates to 

apply current knowledge and past research to 

problems of professional practice. Candidates 

identify a problem in their professional practice 

and develop a hypothesis related to the problem. 

They read relevant research on the topic and 

develop one or more instruments for data 

collection following guidelines for protection of 

human subjects. They collect and analyze data and 

propose solutions for implementation based on 

the research project and process. To complete the 

project, each candidate produces a written research 

document and makes a class presentation. 

Prerequisite: Completion of all other Master of Arts 

in Education program course work. 

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 will prepare, examine, and 

evaluate curriculum patterns, 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 611, SPED 522, SPED 656 

EDU 685 

Methods of Teaching Social Science (2) 

This course focuses on middle and secondary 

level teaching metholds reflected in the Illinois 

Professional Teaching Standards, Illinois 

Learner Outcomes Standards, and Content-Area 

Standards. Candidates will prepare, examine, and 

evaluate curriculum patterns, 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 


units for intermediate and secondary level 

language arts students that include strategies, 

learning resources, and assessments. 


EDU 611, SPED 522, SPED 656 

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 patterns 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 


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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 611, SPED 522, SPED 656 

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 patterns and 

learning resources, instructional strategies, and 

assessment. The demands of teaching in a diverse 

society and differentiated instructional methods 

required to accommodate individual needs of 

students in art classes are explored. Candidates 


units for K–12 art students. 


EDU 611, SPED 522, SPED 656 

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 to 

meet diverse student needs. Curricula for which 

candidates write objectives relevant to student 

development and grade level include reading, 

writing, technology, computation, and speech. 


Each curriculum unit will include learning 

objectives, timelines for implementation and 

completion, texts and materials, and 

assessment strategies. 


EDU 611, SPED 522 

EDU 690 

Methods in Teaching Science—Middle and 

Secondary (2) 

Participants completing the program in teacher 

education at the secondary level are required 

to complete teaching methods in the content of 

their teaching area. The class meets during the 

professional semester. Participants complete the 

course prior to student teaching. 


EDU 611, SPED 522, SPED 656 

EDU 693 

Methods in Teaching Math—Middle and 

Secondary (3) 

Participants completing the program in teacher 

education at the secondary level are required 

to complete teaching methods in the content of 

their teaching area. The class meets during the 

professional semester. Participants complete the 

course prior to student teaching. Prerequisite: 


EDU 611, SPED 522, SPED 656 

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 performs satisfactorily 

meets the appropriate content area standards and 

the Illinois Professional Teaching Standards. 

Candidates are expected to develop and implement 

accommodations for diverse learners in their daily 

planning and teaching. Candidates implement the 

Teacher Work Sample/Student Learning Assessment 

in this clinical site. 

Prerequisite: Acceptance into Clinical Practice 

is based on completion of all MAT/TCCG, 

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 


and science of teaching through performance in a 

secondary level classroom. Classroom evaluation 

focuses on assuring that the candidate in his or 

her classroom performs satisfactorily meets 

the appropriate content area standards and the 

Illinois Professional Teaching Standards. 

Candidates also are to develop and implement 









Prerequisite: Acceptance into Clinical Practice is 

based on completion of all MAT/TCCG, 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 within which they integrate 

the Core Technology Standards for All Teachers, 

the Core Language Arts Standards for All Teachers 

ACEI, and accommodations for diverse student 

needs. 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. 

Candidates submit their final professional 

portfolio based on their appropriate content 

areas standards and Illinois Professional Teaching 

Standards within which they integrate the Core 

Technology Standards for All Teachers, the Core 

Language Arts Standards for All Teachers, as well 

as accommodations for diverse student needs. They 

also prepare a professional resume, professional 


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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 


and science of teaching through performance in 

foreign language classrooms. Classroom evaluation 

focuses on assuring that the candidate in his or 

her classroom performs satisfactorily meets the 

appropriate content area standards and Illinois 

Professional Teaching Standards. 

Candidates also are to develop and implement 





Prerequisite: Acceptance into Clinical Practice is 

based on completion of all MAT/TCCG, coursework 

and fulfillment of School of Education Criteria. 

NOTE: EDU 703 Clinical Practice Seminar— 

Secondary is taken concurrently. 

EDU 725 

Self-Assessment Seminar (4) 

This course is designed to provide participants an 

opportunity to reflect on their teaching practices. 

Participants will read and consider the literature 

on self-reflection (self-assessment) and explore its 

possibilities as a tool for continuing professional 


growth. Teachers will participate in various 

learning activities and exercises designed to 

foster their reflective practice and skills in 

self-assessment. Through a process of analysis, 

participants will consider the implications for 

improving their own teaching practices in 

relationship to the Illinois Professional Teaching 

Standards (IPTS) and the National Board for 

Professional Teaching Standards (NBPTS). To fulfill 

the Illinois State Board of Education requirement 

for self-assessment, the teachers participating in 

the class will be observed by a university faculty 

member or designee prepared to do such 

observations. The observer will provide written 

feedback to the teachers who will be assessed on 

their ability to reflect on their practices not on 

their performance as a teacher. 

NOTE: This seminar fulfills the Illinois State 

Board of Education requirement for certified 

teachers seeking to move from initial to 

standard certification. 

EDU 726 

Introduction to Accomplished Teaching (2) 

This course will introduce participants to the 

Five Core Propositions that are the foundation 

for the National Board Certification process and 

provide ways to integrate them into daily practice. 

Participants will explore topics such as the 

National Board Process and Five Core 

Propositions; processes for aligning goals, 

instruction, and assessment with needs of 

students; ways of linking standards and practices; 

approaches to systems thinking to improve 

teaching and learning; assessment of student work; 

reflection on teaching practice in light of National 

Board rubrics and standards; and readiness to 

pursue National Board Certification.

EDU 727 

Integrating National Board Professional 

Teaching Standards into Classroom Practice (2) 

This two-hour course complements EDU 726 by 

engaging participants in hands-on application of 

National Board Professional Teaching Standards 

in their current teaching practice. A seasoned 

National Board Certified Teacher will guide each 

participant though the process. To satisfactorily 

complete this course, the participant will 

implement a minimum of two lessons that are 

observed and critiqued and produce artifacts that 

satisfy National Board Certification criteria. 

NOTE: Certified teachers who successfully complete 

both courses will satisfy an Illinois State Board of 

Education requirement for moving from initial to 

standard certification. 

EDU 754 

Coaching/Supervision Reading Specialists (3) 

Reading Specialist candidates focus on the 

development and facilitation of skill sets and 

resources at the P-12 levels relating to literacy 

coaching. Using a balanced perspective, 

candidates explore the existing theories and best 

practices of literacy assessment that promote the 

development and implementation of effective 

literacy strategies, conflict resolution and 

consensus building. How to coach successfully 

is explored through team teaching initiatives 

between reading specialists and classroom 

teachers along with how to model various 

instructional strategies with children in various 

settings. There is a focus on ways to serve as a 

literacy resource for the school community and an 

awareness of the various instructional resources 

available within the school/school district to 

support literacy. There is an exploration of 

opportunities for forming partnerships with the 

external community to promote effective literacy 

as well as an investigation of sources for grants to 



•Courses in Special Education 

support and enhance the reading program. 

This course addresses International Reading 

Association Standard 5. Prerequisite: EDU 541 

EDU 755 

Reading Practicum (3) 

Reading Specialist candidates are provided with 

the opportunity to put theory into practice. 

Candidates will be working in a clinical setting 

assisting, supporting, and coaching teachers and 

paraprofessionals in their use of instructional 

grouping, in a wide range of appropriate 

curriculum materials, and with a wide range 

of instructional practices in reading. Candidates 

will conduct professional study groups for 

paraprofessionals and parents of students 

being served. Prerequisite: EDU 754 

SPEcial EDUcaTioN coUrSES 

corE coUrSES 

SPED 500 (also listed as ECE 500) 

Childhood Growth and Development: 

Infancy–Adolescence (3) 

This course is a comprehensive introduction to 

the principles and basic concepts of typical and 

atypical child growth and development. This 

course integrates the physical, cognitive, and 

social dimensions of a child’s life from prenatal 

development through pubescence. Specific 

emphasis will be given to the growth and 

development of young children aged birth 

through eight years. 

SPED 503 (also listed as ECE 503) 

Child, Family and Community Relationships 

(for description see ECE 503) 

SPED 526 

Psycho-educational Diagnosis (Ages 3–21) (4) 

In this course candidates are introduced to the 

diagnosis and identification of disabilities and 


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assessment as an educational process. The 

administration, scoring and interpretation of 

educational tests used in the diagnosis of all 

types of learning problems in a variety of 

multi-cultural settings will be addressed. The 

candidates will receive specific training on how to 

administer achievement, processing, observation/ 

checklist based and other types of evaluation 

instruments for students aged preschool through 

high school. Attention will be given to the 

terminology of assessment, importance of family 

history data and the ethical and legal guidelines. 

Participants will also study interpretation of test 

data, analysis of test results, creating educational 

assessment reports, and preparation and 

communication of data for use in educational 

planning. A lab fee is charged. 

SPED 606 

Research (see EDU 606) 

SPED 643 

History, Philosophy and Legal Foundations of 


In this course, candidates will explore the historical, 

philosophical and legal foundations of the field of 

special education. Candidates will study the 

historical treatment of individuals with disabilities 

as well as the laws and court decisions over the 

years that eventually led to the legal guidelines 

that shape special education practice today. 

Candidates will become familiar with the 

regulations, procedural safeguards, policies 

and ethical issues as well as the rights and 

responsibilities of all parties related to the 

provision of services to students with disabilities. 

As candidates move through exploration of the 

history and philosophical foundations of special 

education, they will begin to develop their 

own personal philosophy of education as 

special educators. 


SPED 646 

Special Education Internship (1) 

The purpose of this course is the provide 

candidates further and more focused experience 

in working directly with students with disabilities. 

Candidates will be assigned to a setting with 

students with disabilities and work with a certified 

special education teacher. The candidate observes 

in this setting and takes an active part in the 

classroom activities. Through this experience 

candidates will observe similarities and differences 

across various aspects of development in students 

with a variety of disabilities. In the clinical setting 

candidates will demonstrate communication and 

collaboration skills with teachers and families of 

students with disabilities. They will have the 

opportunity to observe and participate in the 

delivery of different forms of instruction. 

Candidates will reflect on this experience and 

address key questions, experiences and issues 

through maintenance of an internship journal. 

Completion of a reflective observation or the 


in this clinical site is a critical part of this internship. 

A university supervisor and the special education 

cooperating teacher will evaluate the candidate as 

part of this internship experience. 

SPED 649 

Psychology and Characteristics of Students 

with Disabilities (3) 

The purpose of this course is the study of the 13 

major disability categories identified in IDEA with 

special attention to: learning disabilities, emotional/ 

behavioral disorders,mental retardation, attention 

deficit disorder, autism, other health impaired, 

orthopedic impairments and traumatic brain injury. 

The etiology, characteristics and impact of each 

of these disabilities on development, learning and 

behavior of students at the preschool, elementary, 

middle, high school and post high school levels

will be addressed. Candidates will review case 

studies, become familiar with issues within and 

across these disability categories, and engage in 

research on varied aspects of these disability areas. 

The impact of the diagnosis on family and the 

related issues will be examined. Candidates will 

also become familiar with resources and sources of 

current information/research on these disabilities. 

SPED 654 

Academic Methods for Early Childhood- 

Elementary Level Students with Disabilities (3) 

The purpose of this course is to prepare candidates 

to use a variety of instructional strategies and 

create learning experiences that encourage student 

development across many skill domains. The 

content of this course will focus on academic 

methods in the basic areas for early childhood– 

elementary level students with particular emphasis 

on oral language, balanced approach to reading, 

writing, and mathematics instruction. Principles 

and techniques associated with effective research 

based practices and methods for assessment, 

planning and instruction will be addressed. A 

variety of instructional techniques across subject 

areas will be discussed and research in the areas 

of instructional strategies and delivery will be 

examined. Candidates will demonstrate the ability 

to plan multi-sensory units and lessons for students 

at the readiness through intermediate level based 

on knowledge of the discipline, student needs, and 

curricular and IEP goals. 

SPED 655 

Academic Methods for Middle and Secondary 

Level Student with Disabilities (2) 

The purpose of this course is to prepare candidates 

to use a variety of instructional strategies and 

create learning experiences that encourage student 

development across many skill domains. The 

content of this course will focus on academic 

methods in the basic areas for middle–secondary 



•Courses in Special Education 

level students with particular emphasis on content 

area instruction, learning strategies and study skills, 

and vocational instruction. Assessment of student 

skills and achievement and instructional needs 

and evaluation of teaching methods and materials 

will be addressed as an essential first step. 

Emphasis will be placed on knowledge of a variety 

of teaching methods to allow one to choose and 

implement instructional sequences and methods 

that allow for errorless learning, development of 

conceptual understanding and the maintenance 

and generalization of skills across learning 

environments. With case studies as a basis, 

candidates will write lesson plans appropriate 

to student needs, IEP goals and the Illinois 

Learning Standards. 

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 into various social and learning 

environments. Candidates will study the process 

of examining the learning environment and 

classroom demands combined with the learning 

characteristics of the student for the purpose of 

selection of appropriate strategies and materials. 

Candidates will investigate techniques for 

modifying instructional methods, curricular 

materials and the environment as well as 

modification of state and local assessments as 

well as use of behavior management plans. 

Specific attention will be given to effective 

co-teaching practice including effective 

communication, collaboration, co-planning and 

conflict resolution skills. Fostering positive 

interactions between students with and without 


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disabilities will also be addressed. Candidates 

will practice collaboration through involvement 

in collaborative exercises and projects within 

this course. 

SPED 658 

Fostering Development of Prosocial Behavior 

The purpose of this course is to address the social 

skill needs of students with various disabilities 

including emotional/behavior disorders, autism, 

mental retardation, learning disabilities, and 

traumatic brain injury. Candidates will explore 

assessment of individual and group performance 

in order to design instruction that meets learners’ 

current needs in the social and emotional domains 

at the appropriate level of development in the least 

restrictive environment. Candidates will examine 

characteristics of environments including materials, 

equipment and spatial arrangements that facilitate 

development, learning and interactions between 

and among students. Effective instructional 

strategies and resources for teaching the scope 

and sequence in social curricular domains will 

be addressed. Candidates will design instructional 

programs that enhance individuals’ social 

participation in family, school and community 

activities. Additionally, strategies and techniques to 

arrange and modify the learning environment to 

facilitate learning according to students’ emotional, 

social and behavioral needs will also be considered 

in this course. Field hours (12–15) may be required 

for this course if not done in SPED 659. 

SPED 659 

Managing Challenging Behavior (3) 

In this course candidates will study use of 

appropriate non-aversive, least intrusive 

management procedures when presented with 

a variety of behavioral problems including 

challenging behavior. Candidates will learn 

strategies for individual behavior management, 

crisis prevention, conflict resolution and effective 


use of reinforcement, as well as procedures to help 

individuals develop self-awareness, self-control, 

self-reliance, self-esteem and self-determination and 

manage their own behavior. Attention will be given 

to methods for fostering maintenance and 

generalization of skills across learning 

environments. As part of this course candidates 

will study and complete of functional assessments 

of behavior and develop behavior intervention 

plans based on student case studies. Field hours 

(12–15) may be required for this course if not 

done in SPED 658. 

SPED 663 

Planning and Assessment in Special 

Education (3) 

This course focuses on the instructional planning 

involved in special education and ongoing 

assessment as a necessary component to this 

planning. The diagnostic prescriptive planning 

model will be stressed. Candidates will examine 

major steps in providing special education services 

to students with disabilities: referral, determination 

of eligibility, development of individualized 

education plans, and transition planning. 

Candidates will learn to write IEP’s and prepare 

transition plans for students in special education 

based on case studies with particular attention 

given to development of statements of present 

levels of performance, annual goals, short term 

objectives/benchmarks, progress monitoring and 

reporting of progress, the least restrictive 

environment, and access to general education. 

Documentation of modification of instruction 

and assessment in general education settings and 

development of transition goals will also be 

addressed. Issues of confidentiality, collaboration 

with family, community and other professionals will 

be stressed. Candidates will also explore classroom 

assessment as it relates to students with disabilities 

in a variety of instructional settings. Informal

assessment, observation, test development 

curriculum-based measurement and other related 

topics will be examined. 

SPED 664 

Curriculum and Methods for Students with 

Moderate to Severe Disabilities (3) 

In this course candidates will study instructional 

techniques and specialized methods that may be 

aspects of instruction of students with moderate 

to severe disabilities. This includes coverage of the 

functional curriculum across a variety of domains 

including self care, life skills, recreation/leisure, 

domestic, community and career/vocational. 

Specialized interventions and methodology for 

individuals (preschool through high school) with 

a focus on physical (including positioning/ 

support), communication (including augmentive 

communication), and other techniques and methods 

that support student learning and development 

of key functional skills will also be addressed. 

Candidates will examine assessment and 

adjustment of learning environments, planning 

and development of instructional programs directed 

toward objectives established for a variety of key 

skills, provision of opportunities forstudent choice 

and development of positive self-concepts. This 

course will also include consideration of the 

importance of use of appropriate materials 

emphasizing functionality, instruction in natural 

settings, and interactions between students with 

and with out disabilities. 

Field hours (12–15) may be required for this course. 

SPED 703 

Clinical Practice in Special Education (4) 

In this course, candidates will be involved in a 

full-time guided experience in a special 

education classroom with students with disabilities. 

This course offers candidates the opportunity to 

apply, in a diverse setting, the knowledge and skills 

gained through the program’s course work and 



• Courses in Special Education 

fieldwork. Candidates will provide direct instruction 

of students individually, in small groups, as a whole 

class in inclusive and special education classrooms. 

Candidates will be encouraged to use diagnostic 

prescriptive teaching and multi-sensory instruction 

based upon specific needs of students across skill 

domains (academic, social, physical, behavioral, 

etc.). Within this clinical setting candidates will 

demonstrate the ability to interpret information 

from formal and informal assessment procedures, 

develop assessment strategies for instruction and 

create varied opportunities for all students to 

participate using effective written, verbal, nonverbal 

and visual communication. Concurrent enrollment 

in SPED 704 is required with this course. 

SPED 704 

Clinical Practice Seminar in Special 

Education (1) 

In this course candidates engaged in their clinical 

experience in special education meet for weekly 

seminar meetings. Within these meetings, 

candidates discuss their clinical experience, 

examine classroom challenges, and discuss their 

roles and responsibilities as professionals in the 

field of special education. Candidates develop 

their professional portfolios in accordance with the 

Illinois Professional Teaching Standards. Candidates 

will complete the Teacher Work Sample/Student 

Learning Assessment in their student teaching site 

as part of this seminar. 

SPEcial EDUcaTioN coUrSES rEQUirED iN oTHEr 

ProGramS 

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. 


Teach 

counsel 


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 will 

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 into various social and learning 

environments. Candidates will study the process 

of examining the learning environment and 

classroom demands combined with the learning 

characteristics of the student for the purpose of 

selection of appropriate strategies and materials. 

Candidates will investigate techniques for 

modifying instructional methods, curricular 

materials and the environment as well as 

modification of state and local assessments and 

use of behavior management plans. Specific 

attention will be given to effective co-teaching 

practice including effective communication, 

collaboration, co-planning and conflict resolution 

skills. Fostering positive interactions between 

students with and without disabilities will also be 

addressed. Candidates will practice collaboration 

through involvement in collaborative exercises 

and projects within this course. 


corE coUrSES for GifTED ENDorSEmENT 

SPED 541 

Psychology and Characteristics of Gifted and 

Talented Youth (3) 

In this course, candidates study psychological 

and cognitive characteristics of gifted students. 

They learn to identify instruments and procedures 

appropriate to diverse cultural settings. They 

review research and theories of gifted and talented 

youth as a basis for gaining an awareness of 

current thought regarding the gifted student and 

a socio-educational perspective of the field. 

SPED 546 

Curriculum and Methods of Teaching the Gifted 

and Talented (3) 

This course focuses on instructional models and 

strategies for teaching gifted students in diverse 

cultural settings, within regular classrooms as 

well as within special class settings. Candidates 

examine a variety of curriculum theories 

including appropriate uses of computer 

technology with gifted students. To fulfill the 

requirements of the class, each candidate will 

develop curriculum for gifted students by 

applying the theories of Bloom, Torrance, 

Williams, Suchman and Renzulli. 

SPED 548 

Guiding and Counseling the Gifted and 

Talented (3) 

This is a developmental counseling course 

designed to help the classroom teacher appreciate 

the various problems faced by many gifted students 

and to develop practical techniques for coping with 

the diverse needs manifested by the gifted in daily 

classroom activities. Candidates also examine the 

skill development and career planning needs of 

such students.

SPED 549 

Methods of Teaching Math and Logic to Gifted 

Students (3) 

This course focuses on the study of mathematics 

and logic concepts appropriate for the gifted 

elementary and middle school student. With an 

emphasis on abstract thinking and flexible 

problem solving strategies, candidates learn how 

to restructure curriculum in accord with the unique 

needs and learning styles of the gifted. The study 

of cognitive skill development as it is related to the 

figural reasoning modality includes an examination 

of Guilford’s Structure of the Intellectual Model. 

SPED 573 

Internship and Seminar: Gifted and Talented (2) 

This course provides candidates with an 

opportunity to put theory into practice in an 

academic setting identified in dialogue with the 

program director. Candidates then have the 

opportunity to reflect on and dialogue with 

their peers and a university instructor about 

their experiences in the classroom. 

SPED 591 

Critical Contemporary Issues in Gifted 

Education (3) 

In this seminar, candidates examine key issues 

that are central to gifted education: e.g., definition 

and philosophical orientation of giftedness, the 

LD/Gifted Child, the gifted minority student, the IQ 

dilemma, and the debates examining nature versus 

nurture, and acceleration versus enrichment. The 

course requires candidates to do extensive reading 

from current journals. 



•Core Courses for Gifted Endorsement 

“A good teacher 

is like a candle--it 

consumes itself 

to light the way 

for others.” 

~Author Unknown 



each 

Tallow 

APPLICATION 

AND 

REFERRAL 

FORMS 

The education 

profession allows us 

to participate in 

an amazing 

transformational 

process. Trinity High 

School is pleased to 

be part of Dominican 

university’s program 

for the development 

of teachers as we 

believe that good 

teachers are 

absolutely necessary 

for that 

transformation. 

micHElE WHiTEHEaD 

mSED 

principal 

Trinity High School 

river forest, IL

General 

information 

Certifications 

that I 

currently hold 

Name_________________________________________________________________________________________________ 

Social Security Number ___ ___ ___- ___ ___- ___ ___ ___ ___ Home Phone ( )_________________________________ 

City________________________________State_______________Zip Code______________ Date of Birth________________ 

Employer________________________________________________ Title___________________________________________ 

Street Address__________________________________________________________________________________________ 

City ________________________________________State_____________________ Zip Code__________________________ 

Email_____________________________________________Phone ( )_________________________________________ 

Type of Certification State in Which Held Certificate Number 

______________________________________________________________________________________________________ 

______________________________________________________________________________________________________ 

______________________________________________________________________________________________________ 

I am applying for 

the following 

program: 

*for MAT or TCCG, 

please circle 

desired 

certification 

please complete 

both sides of 

the form. 

AppLICATION fOr ADMISSION 


Master of Science in Education (Early Childhood Education) with Entitlement to Certification 

Master of Science in Special Education with Entitlement to Certification 

Master of Arts in Education (Curriculum and Instruction) 

Master of Arts in Education Reading Specialist Certification 

Master of Arts in Educational Administration with Entitlement to Type 75 Certification 

Postgraduate Entitlement to Type 75 Administrative Certification ONLY 

Master of Arts in Teaching with Entitlement to Certification* 

or 

Teaching Certification for College Graduates Only* 

Elementary — Type 03 Second—Type 09 Special (K-12)—Type 10 

If you choose Secondary, please circle ONE subject concentration: 

Visual Arts Biology Chemistry English Language Arts French (K-12) 

History Italian (K-12) Mathematics Social Science Spanish (K-12) 

Bilingual Endorsement Gifted Education Endorsement Reading Teacher Endorsement 

English as a Second Language Endorsement 

7900 West Division Street 

River Forest, IL 60305 

Telephone: (708) 524-6921 

Fax: (708) 524-6665 

Email: educate@dom.edu 

Web: www.educate.dom.edu 


Colleges and 

universities 

(List 

chronologically 

all institutions 

attended) 

Work 

Experience List 

(Employment 

history beginning 

with most recent 

position) 

Honors/ 

Distinctions 

You Have 

received 

references 

Demographic 

Data 

Application fee 

and Additional 

Information 

The Dominican 

University 

SCHOOL OF 

EDUCATION 

selects its 

students and 

administers all 

of its programs 

without 

discrimination as 

to race, creed, sex, 

marital status, 

national origin 

or disability. 

Institution Location Program of Study Degree Year 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

Please have official transcripts from all institutions sent to: Committee on Graduate Admissions, School of Education, 

Dominican University, 7900 West Division Street, River Forest, IL 60305. 

Organization and Location Position Held Dates 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_______________________________________________________________________________________________________________ 

_______________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

Award/Honor Conferred by Year 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_______________________________________________________________________________________________________________ 

_______________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

Provide the names and positions of three persons who will submit the attached recommendation form on your behalf. 

Recommendations may come from supervisors, colleagues or friends but NOT family members or individuals currently enrolled in 

School of Education courses. Recommendations are not required for the Bilingual or English as a Second Language program. 

1._______________________________________________________________________________________________________ 

2._______________________________________________________________________________________________________ 

3._______________________________________________________________________________________________________ 

The following data is for research purposes only. 

Male Female Citizenship status: U.S Other (please specify country)__________________________________________ 

Race: American Indian/Alaskan Native Asian/Pacific Islander Hispanic Black, non-Hispanic White, non-Hispanic 

Please complete this application by attaching a $25 registration fee and if applicable: 

Certified Teachers - Copy of certificate (both sides) 

Foreign students - TOEFL test score 

Applications will be reviewed by the Committee on School of Education Graduate Admissions only when ALL forms and documents 

are on file. Send application and fee to: Committee on School of Education Graduate Admissions 



river forest, IL 60305 

I affirm that all of the above statements are true and correct to the best of my knowledge and beliefs. I understand that any false or 

misleading statements may constitute grounds for denial of admission or later expulsion. 

Signed______________________________________________________________ Date________________________________

Complete 

Top portion 

Before 

Mailing to 

recommenders 

To Be 

Completed 

by the 

recommender 

APPLICANT’S NAME__________________________________________________________________________________________ 

Street Address______________________________________________________________________________________________ 

City_____________________________________________ State_______________________________ Zip___________________ 

program to which I am applying: 

Degree Programs 

Master of Science in Education (Early Childhood) with Entitlement to Certification 


Master of Arts in Education (Curriculum and Supervision) 


Master of Arts in Teaching with Entitlement to Certification 

Type 03 Elementary Type 09 Secondary 

Master of Arts in Educational Administration with Entitlement to Certifiction 

Non-Degree Programs 

Teaching Certification for College Graduates Type 03 elementary Type 09 Secondary 

Postgraduate entitlement to Type 75 Administrative Certification 

Semester of Entry: Fall Spring Summer I Summer II 

Date of Request______________________________ 

Waiver: I understand that, under Dominican University’s policy on confidential records, I have the right to examine this 

recommendation following my matriculation at the university unless such right is waived. I hereby expressly waive my 

right to examine or have access to this recommendation. I understand that this recommendation will be used only in 

connection with my application for admission to the School of Education. A list of names of persons supplying the 

university with confidential recommendations will be given to me at my written request. I understand that signing the 

waiver is not a condition of admission. 

Applicant’s Signature__________________________________________________________Date__________________________ 

(Confidential, if signed by applicant) 

The School of Education appreciates your willingness to complete this recommendation on behalf of the applicant who 

has filed for admission to the School of Education. 

Please Print or Type 

rECOMMENDATION fOrM scholarship leadership service 

Name of Recommender_______________________________________________________________________________________ 

Street address______________________________________________________________________________________________ 

City_______________________________________________ State____________________________Zip_____________________ 

Phone ( )______________________________________Email___________________________________________________ 

Position/Title_______________________________________Employer________________________________________________ 


knowledge of 

Applicant 

Candidate’s 

potential for 

Graduate Studies 

please direct 

any questions or 

concerns to 

(708) 524-6922 

rECOMMENDATION fOrM Continued 

How many years________or months_________have you known the applicant? 

Under what circumstances have you known the applicant? 

Using the following scale, please assess the applicant in regard to the following areas: 

5=Excellent 4=Above Average 3=Average 2=Fair 1=Poor NK=No Knowledge 

Characteristic rating Characteristic rating 

Academic potential............................................. _______ 

Ability to work independently ............................. _______ 

Ability to work with others .................................. _______ 

Leadership potential .......................................... _______ 

Maturity ............................................................. _______ 

What are the applicant’s most outstanding talents or characteristics? 

What do you perceive to be the applicant’s primary weakness(es)? 

What additional information would you like to share to help us know the applicant better? 

(Feel free to use a separate sheet of paper.) 

Recommender’s signature________________________________________________________ Date_____________________ 

please return to: Dominican university 

School of Education 



Oral communication skills .................................. _______ 

Written communication skills ............................. _______ 

Ability to analyze and solve problems ................ _______ 

Social awareness and concern ........................... _______ 

Motivation for proposed program of study ......... _______

Complete 

Top portion 

Before 

Mailing to 

recommenders 

To Be 

Completed 

by the 

recommender 



City_____________________________________________ State_______________________________ Zip___________________ 





























City_______________________________________________ State____________________________Zip_____________________ 

Phone ( )______________________________________Email___________________________________________________ 



knowledge of 

Applicant 

Candidate’s 

potential for 


please direct 


concerns to 

(708) 524-6922 











Maturity ............................................................. _______ 















Complete 

Top portion 

Before 

Mailing to 

recommenders 

To Be 

Completed 

by the 

recommender 



City_____________________________________________ State_______________________________ Zip___________________ 





























City_______________________________________________ State____________________________Zip_____________________ 

Phone ( )______________________________________Email___________________________________________________ 



knowledge of 

Applicant 

Candidate’s 

potential for 


please direct 


concerns to 

(708) 524-6922 











Maturity ............................................................. _______ 















Academic Honesty 32 

Academic Policies 32 

Accreditation 6 

Admission 9 

Administration 41 

Advisory Councils 34 

Alumnae/i Association 34 

Bilingual Endorsement 27 

Board of Trustees Inside Front Cover 

Campus Operations and Security 38 

Center for Career Development 36 

Clinical Practice (Student Teaching) 31 

combined Degree Programs 

BA/MSSPED or BS/MSSPED 

(Special Education) 28 

BA/MSED (Early Childhood Education) 28 

Conceptual Framework 4 

Counseling Services 37 

Descriptions of courses 

Early Childhood Education (ECE) 46 

Education and Administration (EDU) 49 

Special Education (SPED) 61 

Diagnostic Center 33 

English As A Second Language Endorsement 27 

Faculty 41 

Field Experience 31 

Focus Programs for Additional Certifications 28 

forms 

Application 69 

Recommendation 71 

Gifted Endorsement 26 

Grading 32 

Graduate Programs 

Overview 9 

Administration (MAEA) 11 

Postgraduate Entitlement to 

Type 75 Certification 12 

Master of Arts in Education 

(Curriculum & Instruction) 13 

Master of Arts in Education 

(Reading Specialist Certification) 15 

Master of Arts in Teaching (MAT) 

(Type 03 Elementary or Type 09 

Secondary Certification) 16 

Teaching Certification for College 

Graduates (TCCG) 19 

Master of Science in Education (MSED) 

with Entitlement to Type 04 Early 

iNDEX 


Childhood Education 21 

Master of Science in Special Education 

(MSSpED) Learning Behavior Specialist 1 23 

Graduation 32 

Health Services 37 

History 6 

Identification Cards 39 

Illinois Teacher Certification Tests 32 

Immunization 37 

Information Technology 36 

Internships 31 

Kappa Delta Pi Honor Society 34 

Mission (Dominican University) Inside Front Cover 

(School of Education) 5 

Ongoing Assessment 10 

Parking 38 

Policies 

Background Investigation 31 

Falsification of Credential 32 

Portfolio Requirement 31 

Probation and Dismissal 33 

Reading Specialist Certification 15 

Reading Teacher Endorsement 16 

Rebecca Crown Library 35 

Residency Requirements 10 

Rose K. Goedert Center 33 

Summer Gifted Program 34 

Transfer Credit 10 

Type 03 Elementary Certification 17, 19 

Type 04 Early Childhood Certification 21 

Type 09 Secondary Certification 18,20 

Type 10 Special Education (Learning 

Behavior Specialist 1) 24 

Type 75 Administrative Certification 12 

University Ministry 38 

Withdrawals 32 

Back Pocket (Information Sheets) 

Academic Calendar 

Financial Information 

Scholarships and Loans 

locations (inside back cover) 


Teach 

Scholarship

Leadership Service 


Locations for School of Education – 2008-2010 

Vernon Hills 

Palos Hills 

l 

Grayslake 

l 

l 

l 

River Forest 

lake michigan 

l chicago 

West cook county 

(All graduate education programs) 

river forest 

Dominican University Main Campus 



Contact Dominican University School of Education 

at (708) 524-6922. 

priory Campus 



lake county 

(Master of Arts in Educational Administration, Master 

of Arts in Teaching, and Master of Science in Special 

Education) 

Grayslake 

University Center of Lake County 

1200 University Center Drive 

Grayslake, IL 60030 

Contact Dominican University School of Education 

at (708) 524-6922 

Southern cook county 

(Master of Arts in Teaching) 

Palos Hills 

Moraine Valley 

Community College 

9000 West College Parkway 

Palos Hills, Il 60465-0937 

Contact Dominican university School of Education 

at (708) 524-6922

Teach 


main campus 



Phone: (708) 524-6921 

Fax: (708) 524-6665 

Priory campus 



lake county 

The University Center 

of the College of Lake County 

1200 University Drive 

Grayslake, IL 60030-1198 

Southern cook county 

Moraine Valley 

Community College 

10900 South 88th Avenue 

Palos Hills, Il 60465 

www.educate.dom.edu 

Email: educate@dom.edu

Scholarship Leadership Service - Dominican University

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