School:
College of Education and Health Services
Department:
Teacher Education
Student Type:
Undergraduate
Program:
Education
Faculty:
Richard Campbell, Ed.D.
Alandra Clarke, Ph.D.
Alan Gorr, Ph.D., M.P.H.
Gary Ketterling, Ph.D.
Eileen Kolich, Ph.D.
James Pelech, M.B.A., C.A.S. Ed.D.
Charlotte Ross, Ph.D.
Fr. David Turner, O.S.B., Ph.D., D.Min.(Prin.)
John Zigmond, Ed.D.
Lecturers:
Bruce Bandy, M.A.
Lou Ann Chvatal, M.S.
Tracey Cook, M.S.Ed.
Cherie Esposito, M.A., M.S.
Mark Flood, M.A.
Janice Grossi, M.S.
Jean Heiner, M.S. Ed.
Joyce Jeewek, Ed.D.
John Meggesin, M.S.
Chris Nelson, M.S.
Kelly Neylon, M.S.
Denise Reed, M.A.
Betty Sixsmith, M.Ed.,CAS
Trevor Steinback, Ed.D.
Deborah Tyrrell, M.S.
Carol Verest, M.Ed.
William Ward, M.A.Ed.
Craig Weber, M.Ed.
The Lecturers listed are individuals who have been employed as instructors on an as-needed basis,
within the last several years, to teach courses at Benedictine University. Instructors listed may not
currently be employed by Benedictine University. The University is fortunate to be able to provide our
students with part-time faculty whose experience, credentials and commitment to education add to the high quality of our resident faculty.
Requirements - Major:
Requirements for teacher certification in Elementary Education:
Students majoring in elementary education must complete the following requirements. These align with, but are not totally inclusive of, all of the University core requirements for an undergraduate degree at Benedictine University.
1. The skills core with at least a "C" in each course. This core includes RHET-S103(3), S102(3), and S110(3). The skills core with at least a "C" in each course.
The math requirement for majors in Elementary Education (which satisfies the math requirement for the skills core) is MATH-112(4), and MATH-222(4) with grades of "C" or better. MATH 105, 108, or 110 may be used in place of MATH-112 by transfer students and students who change their major to Elementary Education if MATH-222 is completed with a grade of "C" or better. If MATH-222 is not completed with a grade of "C" or better, the student must then take both MATH-112 and 222 and earn grades of "C" or better in both courses. Transfer students can also satisfy the math requirement with approved courses for Math for Elementary Teachers I and II, 3 semester hours each, with grades of "C" or better.
2. The Arts and Humanities core, 12 semester hours, which must include a literature course (3).
3. The Natural Sciences core, 12 semester hours, which must include biological and physical science courses, one of which must be a lab course.
4. The Social Sciences core, 9 semester hours, which must include American Government PLSC-102(3), and Educational Psychology EDUC 210/PSYC 241(3).
5. Other requirements include a course in American History(3), and a multi-cultural/non-western culture course (3).
Students must also complete an additional 18 semester hours in an academic discipline that prepares them for the teaching content in the middle grades. The areas of emphasis include: Art, Language Arts/Literature,Biology, Chemistry, Physics, Mathematics, Computer Science, Spanish, History, or Social Science. The 18 semester hours must include nine hours at the 200-level or above, including at least three semester hours at the 300-level. The professional education requirements are: EDUC-200(1), 205(3), 206(0), 215(3), 240(3), 260(3), 310(3), 312(3), 315/316(3), 318(3), 320/321(3); PHED 257(2); and a three credit hour elective. (For elective options, see the Teacher Education Handbook or your Education program academic advisor.) Also, preclinical experiences require a minimum of 105 clinical hours.
Students completing the teacher certification requirements in elementary education must complete all of the above coursework plus EDUC-370, Student Teaching Elementary and Middle School(12).
Requirements for teacher certification in Secondary Education:
Students seeking certification in secondary education (Education minor) must complete the following requirements. These align with, but are not totally inclusive of, all of the University core requirements for an undergraduate degree at Benedictine University.
1. The skills core with at least a "C" in each course. This core includes RHET-S103(3), S102(3), S110(3), and MATH-S108(3) or S105(3) or S110(3).
2. The Arts and Humanities core, 12 semester hours, which must include a literature course(3).
3. The Natural Sciences core, 9 semester hours, which must include biological and physical science courses, one of which must be a lab course.
4. The Social Sciences core, 9 semester hours, which must include American Government(PLSC-102(3), and Educational Psychology(EDUC 210/PSYC 241(3)).
5. Other requirements include a course in American History(3), and a multi-cultural/non-western culture course(3).
Students must also complete an academic major outside the education division in biology, chemistry, physics, mathematics, business, english, spanish, or social science. The major must include a minimum of 32 semester hours (NOTE: The Spanish program provides for certification in grades K-12).
The professional education requirements are: EDUC 200(1), 205(3), [206(0)], 215(3), 260(3), 310(3), Methods in the teaching field (3) with 350(0), and 353/354(3), and PHED 257(2). Also, preclinical experiences require a minimum of 105 clinical hours.
Students completing the teacher certification requirements in secondary education must complete all of the above coursework plus EDUC-371, Student Teaching-Middle/Junior and High School (12).
Requirements for teacher certification in Special Education/Learning Behavior Specialist I (LBS I):
Students majoring in Special Education/Learning Behavior Specialist I (LBS I) must complete the following requirements. These align with, but are not totally inclusive of, all of the University core requirements for an undergraduate degree at Benedictine University.
1. The skills core with at least a "C" in each course. This core includes RHET-S103(3), S102(3), and S110(3).
Math-112 is the required course for the LBS I program (skills core and LBS I major); with a grade of "C" or better. MATH 105, 108, or 110 may be used in place of MATH 112 by transfer students and students who change their major to LBS I with a grade of "C" or better.
2. The Arts and Humanities core, 12 semester hours, which must include a literature course(3).
3. The Natural Sciences core, 9 semester hours, which must include biological and physical science courses, one of which must be a lab course.
4. The Social Sciences core, 9 semester hours, which must include American Government PLSC-C102(3) and Educational Psychology EDUC-210(3) or PSYC-241(3).
5. Other requirements include a course in American History(3) and a multi-cultural/non-western culture course(3).
The professional education requirements are: EDUC 200(1), 205(3), [206(0)], 215(3), 240(3), 257(3), 260(3), 265(3), 270(3), 275(3), 310(3), 320/321(3), 355/356(3), 357/358(4), 360/361(3), 365/366(3); PHED 257(2); and a three credit hour elective. (For elective options, see the Teacher Education Handbook or your Education program academic advisor.) Also, preclinical experiences require a minimum of 210 clinical hours.
Students completing the teacher certification requirements in special education must complete all of the above coursework plus EDUC-372, Student Teaching-Elementary Special Education, LBS I(6) and EDUC-373, Student Teaching-Secondary Special Education, LBS I(6). The special education major entitles the student to certification under the designation "LBS I" (Learning Behavior Specialist I).
Middle-grade Endorsements:
Students seeking an elementary or secondary certificate qualify for a middle grade endorsement by completing a minimum of 18 semester hours in the subject matter area of their disciplinary emphasis or academic major. Some areas (i.e., mathematics) also require courses in specific areas. You should check with your Education advisor in reference to this. In addition, coursework relating to early adolescent development, middle school philosophy and methodology is required. These areas are integrated into existing coursework in the elementary major and secondary minor.
Requirements - Minor:
Special Education minor:
Students enrolled in elementary or secondary education programs can elect to earn a minor in special education by completing the following courses (22 semester hours): EDUC-260(3); 310(3); 265(3) and 360/361(3) or 270(3) and 365/366(3); 257(3) and 357/358(4); and three semester hours from EDUC-265, 270, or 275 if not already completed.
Completion of the special education minor qualifies the student for an approval in special education, Learning Behavior Specialist I (LBS I). The approval will be issued to applicants who have qualified for an Initial Elementary or Secondary Teaching Certificate and is good for three years from the date of issue. In other words, the applicant has three years to complete the remaining requirements for full certification as a Learning Behavior Specialist I (LBS I) as the approval is no longer valid after three years. Also, the approval is valid for only the grade levels covered by the initial certificate.
Requirements - Other:
Teacher Education Program
Application and Matriculation:
Candidates seeking a teaching career must have a sincere desire to teach, show intellectual promise, and display personal, professional and academic characteristics indicative of competent teachers.
The School of Education's major goal, according to it's conceptual framework, is to create effective practitioners who are committed to scholarship, lifelong inquiry, leadership and social responsibility. These enduring outcomes are developed and nurtured through the curriculum. Educators develop scholarship by acquiring a breadth and depth of knowledge in the field. As scholars, they develop lifelong inquiry by immersing themselves in a process of on-going questioning and reflection that results in informed thinking and decision-making. They assume leadership roles in a variety of venues where they can affect change and improve practice. Their leadership is guided by a sense of social responsibility to create fair and equitable environments that support and enhance learning in order to maximize each individual's potential.
As candidates progress through the program they will develop an understanding of the Illinois Professional Teaching Standards, the Language Arts Standards for All Illinois Teachers, the Technology Standards for All Illinois Teachers, and the Content-Area Standards for Educators. In addition to successful completion of their course work, they will also develop a professional portfolio that demonstrates their growth in teaching and service to education as well as their understanding of the Illinois standards. Similarly, technology will be an integral part of their development through the use of LiveText as a part of their course work along with the preparation of their portfolio. Their preparedness to teach will also be demonstrated through passage of the Illinois Certification Testing System's (ICTS) Basic Skills Test, Content-Area Test, and Assessment of Professional Teaching Test.
Candidates desiring to enter the program for teacher education should consult with their academic advisors early in their academic career to ensure that they enroll for the appropriate courses needed for admission to teacher education. The initial courses are EDUC-200(1), Preclinical Experience, and EDUC-205(3), History and Philosophy of Education. Transfer students who have completed a course equivalent to EDUC-205 will register for EDUC-206(0), Transfer Introduction to Education Seminar (TIES). Candidates, at this time, should also take the ICTS Basic Skills Test if they have not already passed this test.
Candidates must successfully meet the requirements through six (6) checkpoints to (a) be admitted to the Teacher Education Program (TEP), (b) to maintain enrollment in the TEP, and (c) to successfully complete the program with Illinois teacher certification. A seventh checkpoint is utilized by the School of Education to follow-up with teacher candidates in their first year of teaching in reference to the Illinois Teaching Standards. This provides the SOE with valuable information for on-going assessment of the program. The seven (7) checkpoints (with their requirements) are as follows:
Checkpoint #1: Admission into the Teacher Education Program
EDUC 205, History and Philosophy of Education. Completed with minimum grade of C. EDUC 206, Transfer Introduction to Education Seminar, must be satisfactorily completed by applicants who transferred credit for EDUC 205.
EDUC 200, Pre-clinical Experience. Completed with minimum grade of C.
Successful completion of portfolio artifacts and rationale statements for three of the Illinois Professional Teaching Standards via LiveText.
Successful Ratings on all Professional Dispositions/Behaviors for Teacher Preparation as evidenced in EDUC 205 via LiveText.*
Minimum Cumulative Grade Point Average of 2.5.
Successful completion of ICTS Basic Skills Test.
Three Supportive Letters of Recommendation.
Background Check (clearance).
Completion of Basic Skills Courses (C or higher).
Completion of 24 semester hours of BU courses/6 semester hours for transfer students.
*Transfer students will provide evidence of professional dispositions from one methods course.
Checkpoint #2: Application to Student Teaching
Successful completion of Pre-clinical Experiences.
Senior Standing (90 Semester Hours).
2.5 Cumulative GPA.
2.5 in Major.
2.5 in Academic Major (Secondary).
Approved for Admission into the Teacher Education Program
Successful Completion of Coursework (Major; 18 Semester Hour Emphasis; Education Minor (Secondary).
Successful completion of ICTS Content Area Test/s.
Successful Ratings on all Professional Dispositions/Behaviors for Teacher Preparation as evidenced in all Methods courses via LiveText.
Successful completion of portfolio artifacts for six of the Illinois Professional Teaching Standards via LiveText.
Checkpoint #3: Admission into Student Teaching
Completion of portfolio artifacts for all eleven Illinois Professional Teaching Standards via LiveText.
Successful completion of all requirements for Checkpoint #2.
Checkpoint #4: Completion of Student Teaching
Successful completion of student teaching, including the presentation portfolio, with a C or higher.
Presentation Portfolio includes at least 6 artifacts from student teaching via LiveText.
Checkpoint #5: Completion of Degree/Program Requirements
Graduation Audit (no deficiencies)
Successful completion of Checkpoint #4
Checkpoint #6: Completion of Certification Requirements*
Successful completion of the Assessment of Professional Teaching (APT) Test
Successful completion of Checkpoint #5
Successful completion of all certification requirements
*The candidate for a certificate must also be a U.S. citizen (or declaration of intent); be 19 years of age; no felony conviction
Checkpoint #7: First Year Teaching
Successful performance on IPT standards as assessed by first year teachers and their respective supervisor(s)
Other Information:
Transferring to Benedictine University:
If you are transferring to Benedictine University from an accredited teacher certification program, you should contact the Admissions Office for a review of your academic record to determine the transfer credit that may be applied toward the completion of the education degree and teacher certification program at Benedictine University.
If you are transferring from a community college, you should reference the transfer guide between Benedictine University and the particular community college. All methods courses must be taken at Benedictine University. For transfer of preclinical hours, appropriate documentation must be provided. (Consult with your Education advisor regarding this).
NOTE: The GPA used for acceptance into the teacher education program and student teaching will be based on coursework completed at Benedictine University.
Transfer students who have been awarded credit for EDUC-205(3), History and Philosophy of Education, are required to enroll in EDUC-206(0), Transfer Introduction to Education Seminar (TIES), during their first semester at Benedictine University. This seminar course meets for five sessions during the semester and serves as an introduction to the School of Education, LiveText, the portfolio process, and Illinois Teacher Certification. The State of Illinois background check is also arranged through this course.
Major Sheet:
http://www.ben.edu/major_sheets/elemeduc.pdf (will open in a new window)
The information contained on this page is from the 2006-2007 Undergraduate Catalog and is valid until August 1, 2007.
Launch Print Version »
|
