Overview of the Program:
Monmouth College has a long and distinguished tradition of preparing select students for teaching careers. The Department of Educational Studies currently offers a major in elementary education and course work leading to initial Illinois teaching certificates including: Elementary (type 03), Secondary (type 09), and K-12 Special (type 10). Endorsements to the initial certificate in specific content areas may be earned through the completion of additional course work; this includes the middle grades endorsement.
Candidates for an Illinois teaching certificate must pass the appropriate state-administered competency tests in order to be admitted to the program, continue in the program and to obtain a certificate. The professional education sequence and related content-area courses have been aligned with the Illinois Content Area Standards for Educators. The Monmouth College Teacher Education Program is currently accredited through the fall semester of 2010 by the Illinois State Teacher Certification Board. Detailed information on Monmouth College’s Title II Report Card, in compliance with Title II of the Higher Education Opportunity Act (Public Law 110 110-135) (HEOA) enacted on August 14, 2008, which reauthorizes the Higher Education Act of 1965, as amended (HEA), can be found at the Educational Studies departmental Web site:
http://department.monm.edu/education/default.htm.
Most candidates in the Department of Educational Studies pursue teaching certification. The requirements for each of these certification programs are detailed below. For specific coursework required for the endorsements, please make an appointment with the director of teacher education.
Educational Studies Major and Elementary Certification Sequence (K–-9* grade level):
Candidates must complete:
EDUC 100 Foundations of Education
EDUC 210 Characteristics of Exceptional and Diverse Learners
EDUC 215 Language and Learning in Diverse Communities
EDUC 220 Reading, Writing and Teaching Children’s Literature
MATH 210 Foundations of Elementary Mathematics
POLS 103 American Politics
TEDP 101 Practicum I: Classroom Observation
TEDP 200 Principles and Strategies of Teaching
TEDP 201 Practicum II: Curriculum and Instruction
TEDP 202 Integration of Educational Technology
TEDP 300 Educational Theories of Learning
TEDP 301 Practicum III: Instruction
TEDP 360 Literacy I: Foundations and Content-Area Reading
TEDP 361 Literacy II: Instruction, Assessment, and Support
TEDP 362 Elementary Mathematics Curriculum and Instruction
TEDP 365 Elementary Science Curriculum and Instruction
TEDP 366 Elementary Social Science Curriculum and Instruction
TEDP 400 Student Teaching Practicum
TEDP 401 Student Teaching Seminar
One of the following three courses:
HIST 313 History of American Education
PHIL 211 Philosophy of Education
TEDP 390 Sociology of Education
One TEDP/EDUC elective and at least 24 semester hours in an approved content area.
Approved content areas include: English, French, Latin, mathematics, music, science, social science, Spanish, speech/theatre, and visual arts.
*One must meet additional requirements to teach at the middle grades level.
Secondary Certification Sequence (6–12* grade level):
Candidates must complete:
EDUC 100 Foundations of Education
EDUC 210 Characteristics of Exceptional and Diverse Learners
EDUC 215 Language and Learning in Diverse Communities
TEDP 101 Practicum I: Classroom Observation
TEDP 200 Principles and Strategies of Teaching
TEDP 201 Practicum II: Curriculum and Instruction
TEDP 202 Integration of Educational Technology
TEDP 300 Educational Theories of Learning
TEDP 301 Practicum III: Instruction
TEDP 350 Adolescent and Young Adult Literacy
TEDP 400 Student Teaching Clinical Experience
TEDP 401 Student Teaching Seminar
One of the following three courses:
HIST 313 History of American Education
PHIL 211 Philosophy of Education
EDUC 250 Sociological Perspectives of Education
Two TEDP/EDUC electives, one specific methods course in the chosen major, and completion of a major in an approved program/certification area. Approved content majors include: biology, chemistry, English, history, mathematics, music, physical education, political science, Theatre Arts, and visual arts.
*One must meet additional requirements to teach at the middle grades level.
Special Certification Sequence (K–12 grade level):
Candidates must complete:
EDUC 100 Foundations of Education
EDUC 210 Characteristics of Exceptional and Diverse Learners
EDUC 215 Language and Learning in Diverse Communities
TEDP 101 Practicum I: Classroom Observation
TEDP 200 Principles and Strategies of Teaching
TEDP 201 Practicum II: Curriculum and Instruction
TEDP 202 Integration of Educational Technology
TEDP 300 Educational Theories of Learning
TEDP 301 Practicum III: Instruction
TEDP 350 Adolescent and Young Adult Literacy
TEDP 351 Adolescent Psychology
TEDP 352 Middle Level Principles and Strategies of Teaching
TEDP 400 Student Teaching Clinical Experience
TEDP 401 Student Teaching Seminar
One of the following three courses:
HIST 313 History of American Education
PHIL 211 Philosophy of Education
TEDP 390 Sociology of Education
Specific methods course(s) in the chosen major and completion of a major in an approved program/certification area. Approved content majors include: French, Latin, music, physical education, Spanish, and visual arts.
Education Course Descriptions:
EDUC 100. Foundations of Education 3 sem hrs
A survey course that introduces the various aspects of education and teaching. Reading, discussion, and reflection provide a basis for further decisions about teaching. Required for admittance to the Teacher Education Program.
EDUC 210. Characteristics of Exceptional and Diverse Learners 3 sem hrs
A survey of the characteristics and special educational needs of disabled, gifted, and diverse learners. Significant individual differences are introduced and discussed as they apply to the area examined. The problems of identifying, educating, and treating exceptional children are considered. Prerequisite: Sophomore standing or permission of the instructor.
EDUC 215. Language and Learning in Diverse Communities 3 sem hrs
A survey of the various ways learners enact literacy and participate in learning in relationship to their positioning according to race, gender, social class, and region. Through reading and reflective activities, students analyze the processes by which we learn to enact literacy in diverse ways across cultural and institutional contexts, including the school. Students will consider educational literature that justifies and illustrates culturally responsive pedagogy. Prerequisite: Sophomore standing or permission of the instructor.
EDUC 220. Reading, Writing and Teaching Children’s Literature 3 sem hrs
A study of the objectives, content, and methods of teaching literature in the elementary school. Required laboratory experiences including reading aloud, book talks and literature discussions. Prerequisite: Sophomore standing or permission of the instructor.
EDUC 250. Special Topics 1–3 sem hrs
A course that covers diverse and specific topics related to education.
EDUC 274. Reading, Writing and Teaching Children’s Literature in
Multilingual UK 3 sem hrs
A cross-cultural study of children’s literacy taught through a weekly seminar during the spring semester at Monmouth College and culminating in a two-week summer intensive course in collaboration with the University of Reading in Reading, England. The course emphasizes critical approaches to teaching, researching, reading, and writing children’s text at the Reading and Language Information Center, which houses the largest national collection of in-print books for children in the UK and stresses a commitment to racial and gender equity. Prerequisites: EDUC 101, 220 and 215 or permission of the instructor.
EDUC 377. Foundations of Art Education 3 sem hrs
This course is a study of contemporary art education theory addressing why art should be included in K-12 school curricula. Also included will be an introduction to the history of art education and an examination of the content of art for young people and contemporary approaches to creating art curriculum. Strategies for talking about art with young people will be stressed, and a personal statement of a philosophy of art education will be developed. Offered in the spring semester of even years.
EDUC 299. Independent/Group Study 1–3 sem hrs
Individual or small-group study of special topics in educational studies under the guidance of an instructor. Prerequisite: Approval of the department chair.
EDUC 399. Independent/Group Study 1–3 sem hrs
Individual or small-group study of special topics in educational studies under the guidance of an instructor. Prerequisite: Approval of the department chair.
EDUC 499. Independent/Group Study 1–3 sem hrs
Individual or small-group study of special topics in educational studies under the guidance of an instructor. Prerequisite: Approval of the department chair.
Teacher Education Program Course Descriptions:
Formal admission to the Teacher Education Program is required to enroll in TEDP courses. Admission criteria include, in part, a passing score on the Basic Skills Exam administered by the Illinois Certification Testing System; a 2.5 cumulative Monmouth College GPA; completion of EDUC 100 with a grade of C+ or better; and completion of the application process.
TEDP 101. Practicum I: Classroom Observation 1 sem hr
Using ethnographic observational skills, students will record field notes on specific topics in a variety of classrooms in area K-12 schools. Classroom sessions will guide students through foundational readings, observational techniques, and analysis of the data.
TEDP 200. Principles and Strategies of Teaching 3 sem hrs
An investigation of K-12 curriculum including writing objectives, standards alignment, lesson planning, methods of instruction, resources and materials, evaluation and assessment, classroom management, and professional growth. Microteachings are required in the classroom. Providing a foundation for successful practicum and clinical experiences is a primary course objective. Prerequisite: Sophomore standing.
TEDP 201. Practicum II: Curriculum and Instruction 1 sem hr
The purpose of this practicum is to place teacher education candidates in classrooms where they will be involved directly in the teaching-learning process. Candidates will observe teaching strategies and techniques, classroom environment, and students’ learning styles. They will also assist teachers in related educational activities including tutoring individual students and/or small groups of students. Prerequisite: Sophomore standing. Credit/No Credit.
TEDP 202. Integration of Educational Technology 2 sem hrs
An introduction to the integration of technology in classrooms. Candidates will consider the impact of technology in light of current educational theories, instructional models, and social and ethical issues, and will evaluate and create data-driven educational projects involving office suite tools, presentation and concept-mapping software, Web authoring, instructional software, classroom hardware, and preparation and use of graphics and video. Prerequisite: Sophomore standing.
TEDP 299. Individual/Group Study 1–3 sem hrs
Individual or small-group study of special topics in teacher education under the guidance of an instructor. Prerequisite: Approval of the department chair.
TEDP 300. Educational Theories of Learning 3 sem hrs
An exploration of the contributions of multiple competing theories of learning to educational practice. The course emphasizes learning theory and the dynamic tension between teacher, learner and content in education. Both theories and applications will be critically examined. The relationship between learning theories and transformative and reflective pedagogies will be developed in order to examine student-centered education that reflects teaching for change in understanding. Prerequisites: TEDP 200, 201, and junior standing.
TEDP 301. Practicum III: Instruction 1 sem hr
The purpose of this practicum is to place teacher education candidates in classrooms where they will be involved directly in the teaching-learning process. In addition to activities such as assisting teachers in related educational activities including tutoring individual students and/or small groups of students, candidates will plan and present a series of lessons intended for the whole class. Prerequisites: TEDP 200, 201, and junior standing. Credit/No Credit.
TEDP 350. Adolescent and Young Adult Literacy 3 sem hrs
A study of the ways adolescents and young adults use literacies to explore concepts, generate knowledge, and demonstrate understanding. This advanced course models a student-centered, process approach to curriculum and instruction as it engages students in workshop activities and asks them to consider research-based practice that support adolescents’ achievement of content area goals. Prerequisites: TEDP 200, 201, and junior standing.
TEDP 351. Adolescent Psychology 3 sem hrs
A study of the developmental characteristics typical of young adolescents. Theories exploring the biological, cognitive and social needs of these young students are studied to aid classroom teachers in understanding classroom dynamics. Prerequisites: TEDP 200, 201, and junior standing.
TEDP 352. Middle Level Principles and Strategies of Teaching 3 sem hrs
A study of the history of the middle school movement, research associated with middle grades instruction and institutional settings, and research into the needs and attributes of middle grades students. Candidates will recognize how various instructional, interpersonal, and institutional elements can work together to inform the complicated, yet exciting, dynamics of the middle grades classroom. Candidates will collaboratively develop cross-curricular instructional plans, integrate technology for teaching and learning, and explore instructional techniques which emphasize student-centered, active learning. Prerequisites: TEDP 200, 201, 202 and junior standing.
TEDP 360. Literacy I: Foundations and Content-Area Reading 3 sem hrs
Introduction to developmentally appropriate foundations, methods, theories, and practices for teaching and assessing reading, writing, speaking, and listening in elementary classrooms, adapting these methods to meet the individual needs of diverse groups of children, and applying these methods in content area reading in a classroom. Prerequisites: TEDP 200, 201, and junior standing.
TEDP 361. Literacy II: Instruction, Assessment, and Support 3 sem hrs
Methods and content for assessing and instructional procedures for diagnosing and correcting the reading and writing difficulties of elementary children in the regular classroom setting. Prerequisites: TEDP 200, 201, and junior standing.
TEDP 362. Elementary Mathematics Curriculum and Instruction 2 sem hrs
This course presents various approaches to plan and implement effective mathematics instruction in grades K-8. An inquiry-based program is employed as a means of providing appropriate mathematical learning experiences in the classroom. Prerequisites: TEDP 200, 201, and junior standing. Prerequisite or co-requisite: MATH 110.
TEDP 363. Elementary Music Curriculum and Instruction 2 sem hrs
This course presents various approaches to plan and implement effective music instruction in grades K-8. An inquiry-based program is employed as a means of providing appropriate musical learning experiences in the classroom with emphasis on singing and functional piano technique. Prerequisites: MUSI 122, TEDP 200, 201, and junior standing. Offered in the fall semester of odd years. Offered in alternate years.
TEDP 364. Elementary Physical Education Curriculum and Instruction 3 sem hrs
This course presents various approaches to plan and implement effective physical education instruction in grades K-8. An inquiry-based program is employed as a means of providing appropriate physical education learning experiences in the classroom with emphasis on motor development principles as they relate to specific program content. Prerequisites: TEDP 200, 201, and junior standing. Offered in the fall semester.
TEDP 365. Elementary Science Curriculum and Instruction 2 sem hrs
This course presents various approaches to plan and implement effective science instruction in grades K-8. An inquiry-based program is employed as a means of providing appropriate science learning experiences in the classroom. Content from life, physical and earth/space science will be experienced through a wide range of hands-on, process-oriented activities selected from exemplary resource programs for K-8 science instruction. Prerequisites: TEDP 200, 201, and junior standing.
TEDP 366. Elementary Social Science Curriculum and Instruction 2 sem hrs
This course presents various approaches to plan and implement effective social studies instruction in grades K-8. An inquiry-based program is employed as a means of providing appropriate social science learning experiences in the classroom with emphasis on curriculum, varied and grade-appropriate materials. Prerequisites: TEDP 200, 201, and junior standing.
TEDP-370 Secondary Drama Theatre Curriculum and Instruction 3 sem hrs
A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school drama/theatre programs. Applying theory and research from theatre arts education to the planning and implementing of instruction is stressed. Prerequisites: TEDP-200, 201, and junior standing.
TEDP 371. Secondary English Curriculum and Instruction 3 sem hrs
A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school English programs. Applying theory and research from English education to the planning and implementing of instruction is stressed. Prerequisites: TEDP 200, 201, and junior standing. Offered in the fall semester.
TEDP 372. Secondary Mathematics Curriculum and Instruction 3 sem hrs
A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school mathematics programs. Applying theory and research from mathematics education to the planning and implementing of instruction is stressed. Prerequisites: TEDP 200, 201, and junior standing.
TEDP 373. Secondary Instrumental Music Curriculum and Instruction 2 sem hrs
A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school instrumental music programs. Applying theory and research from instrumental music education to the planning and implementing of instruction is stressed. Prerequisites: TEDP 200, 201, and junior standing. Offered in the fall semester of even years.
TEDP 374. Secondary Physical Education Curriculum and Instruction 3 sem hrs
A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school physical education programs. Applying theory and research from physical education to the planning and implementing of instruction is stressed. Prerequisites: TEDP 200, 201, and junior standing. Offered in the spring semester.
TEDP 375. Secondary Science Curriculum and Instruction 3 sem hrs
A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school science programs. Applying theory and research from science education to the planning and implementing of instruction is stressed. Prerequisites: TEDP 200, 201, and junior standing.
TEDP 376. Secondary Social Science Curriculum and Instruction 3 sem hrs
A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school social science programs. Applying theory and research from social science education to the planning and implementing of instruction is stressed. Prerequisites: TEDP 200, 201, and junior standing. Offered in the spring semester.
TEDP 377. Visual Arts Curriculum and Instruction 3 sem hrs
A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school visual arts programs. Applying theory and research from visual arts education to the planning and implementing of instruction is stressed. Prerequisites: TEDP 200, 201, and junior standing. Offered in the spring semester of even years.
TEDP 378. Foreign Language Curriculum and Instruction 3 sem hrs
A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school foreign language programs. Applying theory and research from foreign language education to the planning and implementing of instruction is stressed. Prerequisites: TEDP 200, 201, and junior standing. Offered in the spring semester.
TEDP 379. Health Education Curriculum and Instruction 3 sem hrs
A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school health education programs. Applying theory and research from health education to the planning and implementing of instruction is stressed. Prerequisites: TEDP 200, 201, and junior standing. Offered in the spring semester.
TEDP 383. Secondary Vocal Music Curriculum and Instruction 2 sem hrs
A study of the curriculum, teaching methods, and instructional materials pertinent to secondary school vocal music programs. Applying theory and research from vocal music education to the planning and implementing of instruction is stressed. Prerequisites: TEDP 200, 201, and junior standing. Offered in the spring semester of odd years.
TEDP 390 Sociology of Education 3 sem hrs
Because of education’s role in preparing citizens in this democracy, it is necessary to consider the sociological perspective on K-12 education. In this course, we will focus on five main sociological aspects of education: 1) sociological theories of education, 2) issues concerning diversity, social class and social justice, 3) school choice, 4) politics and policy, and 5) court rulings on education.
TEDP 399. Individual/Group Study 1–3 sem hrs
Individual or small-group study of special topics in teacher education under the guidance of an instructor. Prerequisite: Approval of the department chair.
Student Teaching Clinical Experience Course Descriptions:
Formal admission to the Student Teaching Clinical Experience is required to enroll in TEDP 400 and TEDP 401. Current admission criteria includes: a passing score on the Content-area exam administered by the Illinois Certification Testing System; a 2.75 cumulative Monmouth College GPA; a 2.75 cumulative GPA in the major/content area; a 2.75 cumulative GPA in educational foundations courses; 100 hours of practicum field experiences; documentation of program related dispositions; faculty interviews; faculty recommendations; and completion of the application process.
TEDP 400. Student Teaching Clinical Experience 12 sem hrs
An extensive and intensive opportunity for the candidate to demonstrate proficiencies in the professional role for which he/she is preparing. Through the placement process conducted by the Clinical Experience Coordinator, the candidate is assigned a 70/76-day clinical experience appropriate to the certificate sought. The candidate interacts daily with one or more cooperating teachers and regularly with a college clinical experience supervisor and other student teachers. Multiple assessments are used to document the candidate’s growth and development during this clinical experience. Prerequisite: Formal admission to the Monmouth College Student Teaching Clinical Experience.
TEDP 401. Student Teaching Seminar 3 sem hrs
An extensive and intensive weekly opportunity for candidates to interact with faculty and college supervisors to reflect upon clinical experiences. Each candidate finishes a developmental portfolio that documents the knowledge and performances associated with the Illinois Professional Teaching Standards. Prerequisite: Formal admission to the Monmouth College Student Teaching Clinical Experience.