Chair, Professor Jillian Lederhouse
The Wheaton Teacher Education Program (WheTEP) is devoted to preparing Christians to serve as teachers in the schools of our nation and the world. It is an experience-oriented teacher education program based on the liberal arts. Because of our unique heritage and commitment to public and private education, the department infuses its pedagogy with a commitment to reforming our nation’s schools. As such, WheTEP’s conceptual framework is the Teacher as an Agent of Change and its mission is to prepare candidates through all of its approved programs who are agents of change, are able to ensure the learning of all of their students, and, concurrently, to work effectively for positive change in their schools and communities. Tantamount to that reform spirit is an overriding concern for morality within the context of our nation’s Judeo-Christian tradition, concern for the poor and disadvantaged, and systemic reform of institutions which do not alleviate or address the concerns that the College has historically addressed. It is important to note, however, that Wheaton College recognizes, respects, and supports the separation of church and state. The department reclaims those nineteenth-century ideals that drove a nation to abolish slavery and reform social ills in urban areas coupled with a commitment to universal education regardless of class, gender, or race.
The department has defined three central purposes in developing teachers as agents of change. These purposes are: (1) teaching for social justice, (2) making informed decisions, and (3) acting responsibly. In order to address these purposes, the department has identified the following outcomes:
Teaching for Social Justice
Ensure that candidates learn to work effectively with all children and their families regardless of race, creed, religion, national origin, sexual orientation, disabling condition, or capabilities;
Ensure that diversity is respected and that candidates have the opportunity to work in diverse environments and with diverse colleagues and teachers;
Ensure that candidates understand current social justice issues in education and understand their obligation to work for positive change;
Making Informed Decisions
Use a variety of current and validated techniques of effective teaching, understand the theory behind the techniques, and use assessments to guide developmentally and culturally appropriate instruction for students;
Develop an individual philosophy of education based on Christian commitment, important philosophers, and contemporary issues;
Understand human development and use this knowledge to prepare effective lessons;
Establish and maintain an appropriate climate for learning;
Use and incorporate, when appropriate, current technology to enhance educational experiences for all children;
Exhibit appropriate dispositions for teaching including an articulated desire to teach all children, a passion for and capabilities in the appropriate subject area, a demonstrated ability to meet appropriate professional expectations, an acknowledgment of the need for continued professional growth and reflection, and a commitment to reflect Christ in all that is done.
In addition to the above outcomes, the Department of Education, in its efforts to prepare its graduates to be agents of change, fully supports the standards and principles promulgated by the Illinois State Board of Education (ISBE), the Interstate New Teacher Assessment and Support Consortium (INTASC), and the National Council for the Accreditation of Teacher Education (NCATE) and its Specialty Professional Associations. The Department of Education at Wheaton College is accredited by the National Council for the Accreditation of Teacher Education (NCATE), 2010 Massachusetts Avenue NW, Suite 500, Washington, DC 20036; phone 202.466.7496. This accreditation covers Wheaton College's initial teacher preparation programs. The Department of Education's teacher preparation program is also approved by the Illinois State Board of Education (ISBE). The most recent approvals by both NCATE and ISBE were granted in 2007. Candidates may obtain certification in the following areas: Elementary Education, English/Language Arts, French, German, Mathematics, Music, Science (designations in Biology, Chemistry, Earth and Space, and Physics), Social Science (designation in History), and Spanish. Candidates graduating from the program are eligible for an Initial Teaching Certificate in the State of Illinois following successful completion of a basic skills exam, a content-area exam, and an Assessment of Professional Teaching. These exams are administered numerous times a year at sites throughout the state, and there is a fee for each exam. The Initial Teaching Certificate is a fully valid certificate good for four years of teaching. After four years of teaching, the individual must complete additional requirements in order to earn a Standard Certificate. Candidates planning to apply for certification in other states should check with the Department of Education for requirements in those states. Persons convicted of committing any sex, narcotics or drug offense, attempted first degree murder, first degree murder, or a Class X felony may be denied an Illinois teaching certificate. In order to be certified in Illinois, a candidate must either be a U.S. citizen or legally present and authorized for employment.
Candidates planning to teach in grades K-9 major in Elementary Education and are eligible for an Initial Elementary Certificate. Candidates planning to teach in grades 6-12 major in a subject area commonly taught in the public schools and take courses and experiences to be eligible for an Initial Secondary Certificate. Candidates who complete secondary education certification are also eligible for a major in Secondary Education. Candidates in Music or foreign language (German, French, or Spanish) major in one of these subjects and take courses and experiences to be eligible for an Initial Special Certificate (K-12) or Initial Elementary (K-9) and Initial Secondary (6-12) Certificates. Candidates must take responsibility for their own transportation for most practicum experiences.
To be admitted to the Wheaton Teacher Education Program (WheTEP), a candidate must have a minimum grade point average (GPA) of 2.5 in the major, in professional education courses, and cumulatively. The 2.5 GPA must be maintained throughout the program. For candidates seeking certification after February 2012, only major, professional, and concentration courses in which a grade of C or better is earned can be applied toward teacher certification. Candidates must submit a completed WheTEP application and a reflective assignment based on their teacher aiding observations. All candidates must also complete the technology fluency assessment. An interview and a passing score on the Illinois Certification Testing System Basic Skills Test are required for WheTEP acceptance.
An Application to Student Teach must be submitted by October 1 of the year prior to the college year during which they plan to student teach. Failure to submit an Application to Student Teach by this date may result in a delay of one semester for student teaching. Student teaching applicants must show proof of a criminal background check prior to student teaching. Evidence of a recent physical exam and TB test prior to student teaching may be required by the school district to which the candidate is assigned.
The Department of Education screens its candidates for appropriate dispositions to teach through two means: (a) observations and cooperating teacher ratings during clinical experiences and (b) a screening process (including the WheTEP interview) completed by professors. Formal votes to affirm appropriate dispositions are taken at two points (admission to WheTEP and admission to student teaching) during the candidate’s preparation program. Additionally, a candidate’s dispositions to teach are carefully monitored during the student teaching experience. A candidate may be denied admission to any phase of the program or be denied certification if, in the judgment of the faculty members, he/she does not exhibit the appropriate dispositions to teach. For more information on the screening process, please see the department.
Transfer candidates should contact the Department of Education as soon as possible. No candidate will be admitted to WheTEP until he or she has been a full-time Wheaton College student for at least one semester and has completed at least one course in the Wheaton College Department of Education, accompanied by at least one practicum experience. Candidates are expected to complete all WheTEP requirements and take all 300- and 400-level education courses at Wheaton College.
The Department of Education conducts a summer program at HoneyRock, in northern Wisconsin, providing the opportunity to complete both required and elective courses. Candidates have the opportunity to work in a camp situation with elementary, middle, and high school students.
Candidates pursuing elementary, secondary, or K-12 foreign language teacher certification through Wheaton College complete the liberal arts general education requirements that apply to all students in the Bachelor of Arts and Bachelor of Science degree programs. It is essential that candidates follow these requirements carefully beginning with their freshman year. Candidates are encouraged to receive credit through department exams whenever possible. Due to the number of required hours and the sequencing of some courses, candidates who certify to teach may need to enroll for nine semesters. Credit through testing and/or enrollment in summer school may reduce the number of necessary semesters. (Note: The State of Illinois continues to review requirements; and, therefore, certification requirements are subject to change.)
In 2011-2012, the Wheaton Teacher Education Program had 55 candidates admitted to initial teacher certification programs. Sixty-nine (69) candidates participated in supervised student teaching during the academic year, five full-time faculty in the Department of Education spent at least part of their time supervising student teachers, six full-time faculty at Wheaton College worked part-time for the Department of Education in the supervision of student teachers, three part-time faculty at Wheaton College supervised student teachers, and seven part-time faculty not otherwise employed by Wheaton College supervised student teachers. In total, twenty-one (21) faculty supervised student teachers, a ratio of 3.29 candidates to one supervisor. Candidates participating in student teaching are required to complete 12 weeks of student teaching and complete at least 30 hours per week in the schools (360 hours). Candidates averaged 400 hours in the schools over their experiences. Current Wheaton College and statewide data are posted on our website as they become available.
A minimum of 100 hours of clinical experiences is required prior to student teaching. This includes four required experiences: EDUC 125L, 225L, , and 311L; or other experiences approved by the Department of Education may also count toward the 100 hours.
Each candidate must also complete 16 hours in an approved academic concentration in a specific discipline. Concentrations may be completed in Applied Health Science, Art, Biology, Chemistry, Communication, Economics, English, French, Geology, German, History, Linguistics (applicable to ESL or Bilingual Endorsement), Mathematics, Music, Philosophy, Physics, Political Science, Psychology, Sociology/Anthropology, and Spanish. At least eight hours of this concentration must be 300- or 400-level courses, except in Chemistry, Communication, Mathematics, Music, Physics, and Psychology. Candidates should check with the Department of Education for approved courses in the concentrations. Courses used to meet general education requirements cannot be used to count toward this concentration (with some exceptions in the Humanities area).
Elementary Education majors are strongly encouraged to complete a middle grade (grades 5-8) endorsement by enrolling in EDUC 405L. Candidates may earn additional endorsements for teaching in the middle grades (5-8) by completing the following requirements: 1) 18 semester hours in the subject matter area of major teaching assignment (e.g., language arts, mathematics, general science, social science, music, etc.); 2) 3 hours of psychology focusing on the middle grade adolescent (1 hour fromLearning and Development: The Psychological and Developmental Contexts of Education, 1 hour from Learning Differences, and 1 hour from Middle Grade Practicum); 3) 6 hours of curriculum and instruction for the middle grades (1 hour from EDUC 311 Theories and Methods of Teaching Elementary and Middle School Students , 2 hours from Theories and Methods: Elementary and Middle School Reading, 1 hour from Theories and Methods of Teaching Elementary and Middle School Mathematics, 1 hour from Theories and Methods of Teaching Elementary and Middle School Language Arts, and 1 hour from Theories and Methods of Teaching Elementary and Middle School Social Studies).
Candidates planning to teach in the early elementary grades should take, Early Childhood Education, prior to the methods sequence.
In order to complete certification, candidates must also take and pass the Illinois Basic Skills Test, the Elementary/Middle Grades content area test, and the Assessment of Professional Teaching Exam. No candidate may attempt to pass the same Illinois certification test more than five times.
A minimum of 100 hours of clinical experiences is required prior to student teaching. This includes four required experiences: EDUC 125L, 225L, , and 324L (335L for Math majors); 405L or other experiences approved by the Department of Education may also count toward the 100 hours.
Secondary Education candidates must complete a program in an approved major field of specialization. Currently, majors or areas approved for secondary education certification by the State of Illinois are: English/Language Arts, Mathematics, Science (Biology, Chemistry, Earth and Space, or Physics designation), and Social Science (History designation). For major requirements refer to the appropriate academic department section of this catalog.
Secondary Education candidates are also eligible for a major designation in Secondary Education (i.e., a double major). The Secondary Education major is a second major only; all candidates must complete a first major in one of the disciplines listed above.
Semester hours counted for the purpose of meeting the general education requirements may also be counted for the certification major field of specialization.
Secondary Education candidates who do not complete EDUC 225L at a middle school setting must complete in order to be eligible for middle school endorsement. Teacher candidates may earn additional endorsements for teaching in the middle grades by completing the following requirements: 1) 18 semester hours in the subject matter area of major teaching assignment (e.g., language arts, mathematics, general science, social science, music) 2) 3 hours of psychology focusing on the early adolescent (1 hour from Learning and Development: The Psychological and Developmental Contexts of Education, 1 hour from Learning Differences, and 1 hour from Teacher Aiding Practicum completed in a middle school); 3) hours of curriculum and instruction for middle schools (1 hour from the appropriate departmental methods class and 2 hours from Classroom Communication & Curriculum Integration)
In order to complete certification, candidates must also take and pass the Illinois Basic Skills Test, the content-area test for their major field of specialization, and the Assessment of Professional Teaching Exam. No candidate may attempt to pass the same Illinois certification test more than five times.
Initial Special Certificate K-12 candidates must complete a program in an approved major field of specialization. Currently the majors approved for K-12 certification by the State of Illinois are Foreign Language (French, German, or Spanish) and Music. For major requirements refer to the appropriate academic department section of this catalog. Candidates in Foreign Language (French, German, or Spanish) or Music Education may opt to receive Initial Elementary and Initial Secondary Certificates in lieu of the Initial Special Certificate.
The education courses required for Foreign Language Special Certificate candidates (K-12) include EDUC 125, 125L, 225, 225L, 324L, 305, 305L, 306, , 494, and 497. A minimum of 100 hours of clinical experiences is required prior to student teaching. This includes four required experiences: EDUC 125L, 225L, , and 324L; or other experiences approved by the Department of Education may also count toward the 100 hours.
The education courses required for the Music Special Certificate candidates (K-12) include EDUC 125, 225, 225L, 305, 305L, 494, , and 497. Candidates should follow the B.M.E. guidelines for completion of additional clinical experiences.
Semester hours counted for the purpose of meeting the general education requirements may also be counted for the certification major field of specialization.
In order to complete certification, candidates must also take and pass the Illinois Basic Skills Test, the content-area test for their major field of specialization, and the Assessment of Professional Teaching for grades K-12. No candidate may attempt to pass the same Illinois certification test more than five times.
To earn an ESL or Bilingual Education approval or endorsement from the Illinois State Board of Education, a teacher must (1) hold a valid Illinois teaching certificate, (2) have ESL or bilingual clinical experience totaling 100 clock hours or three months of teaching experience with ESL students, (3) have earned credits totaling 18 semester hours in five course areas: Linguistics, Theoretical Foundations of Teaching ESL, Assessment of the Bilingual Student, Methods and Materials for Teaching ESL, Cross-Cultural Studies for Teaching LEP Students.
Undergraduate students must take the following classes in order to apply for the ESL or bilingual approval/endorsement:, , (required for the bilingual endorsement), , , (required for the ESL endorsement), , and . In addition, / , / , and/or may be taken to provide additional credit hours for the endorsement. A letter from a professor is required to certify the requirement for 100 clock hours of clinical experience.
EDUC 125. The School and Society. Introductory course to provide a broad exposure to the foundations of education in the United States through history, many aspects of culture and society, theoretical concepts, current issues, and their educational implications. Explores these topics through the lenses of the conceptual framework of the education department which include teaching for social justice, making informed decisions, and acting responsibly. Corequisite . Diversity designation. $30 fee.
EDUC 125L. Multicultural Tutoring Practicum. A tutoring experience with students from cultural settings different from that of the college student’s background. Most of the assignments are arranged through the Christian Service Council. Concurrent with Graded pass/fail. (1)
EDUC 225. Learning and Development: The Psychological and Developmental Contexts of Education. Overview of the major theories, concepts, issues, data, and research methodologies used in understanding how children from birth through adolescence learn and grow. Various theories of learning are examined and the impact of typical growth stages on learning is assessed. Not open to freshmen without consent of instructor. Corequisite .
EDUC 241. Outdoor Education. Principles of instruction in outdoor education as a teacher of elementary and middle school children. Prerequisite: (or concurrent with) . Taught at in the summer. (2 or 4) Su
EDUC 304. Early Childhood Education. The theoretical and pedagogical background for teaching children in preschool through age 8. Emphasis on the design and execution of appropriate teaching-learning experiences for children ages 3-8. Required for kindergarten and strongly recommended for those intending to teach primary-age children. Prerequisites: , , ,. $5 field trip fee. (2)
EDUC 305. Learning Differences. The theoretical and pedagogical background necessary to meet the requirements of the Individuals with Disabilities Education Act (I.D.E.A.) and its amendments, as well as the Elementary and Secondary Education Act, including Response to Intervention (RTI). It includes instruction in the psychology of children and adolescents with exceptionalities with emphases on students who are gifted, who have learning disabilities, and English language learners. It emphasizes identification of learning needs, individualization of educational programs, differentiation of instruction, and utilization of available services. Prerequisites: , , and , or Department approval. (2)
EDUC 306. Classroom Communication & Curriculum Integration. Covers the communication processes germane to the teaching profession, which include the development of techniques in speaking, writing, and reading skills. Includes methodologies for teaching reading and writing across the curriculum with particular emphasis in middle school curriculum, as well as theory and practice for interpersonal communications, listening skills, public speaking, and instructional strategies (lecturing, questioning techniques, group processes and dynamics). Concurrent with a methods of teaching course in the major, or , and Prerequisites: , and admission to WheTEP.
EDUC 311. Theories and Methods of Teaching Elementary and Middle School Students. An introduction to general methods of teaching elementary and middle school students, including units on the nature and curriculum of elementary and middle schools, classroom management, lesson and unit planning, adapting instruction for individual differences, and assessment. Concurrent with Prerequisites: , and admission to WheTEP. $15 field trip fee. (2)
EDUC 311L. Methods Practicum for Elementary and Middle School. An opportunity to practice some of the concepts and skills acquired in methods courses. The elementary major works with a cooperating teacher over a several week period in the spring. Concurrent with appropriate methods courses. Prerequisites: , and admission to WheTEP. Graded pass/fail. (1)
EDUC 312. Theories and Methods: Elementary and Middle School Reading. This course is designed to foster teacher candidates’ understanding of the theoretical, pedagogical, and research-based applications of effective reading instruction. Enables candidates to develop competencies necessary to design and implement comprehensive reading programs which include evidence-based strategies that meet the developmental reading needs of K-8 students of diverse backgrounds. Concurrent with ,. Prerequisites: , and admission to WheTEP.
EDUC 315. Theories and Methods of Teaching Elementary and Middle School Mathematics. The content, techniques, and strategies in the teaching of mathematics in the elementary and middle grades. Emphasis on philosophy and concepts of mathematics instruction based on the curriculum, professional, and assessment standards of NCTM and the Illinois Professional Teaching Standards, Illinois Content Area Standards, and the Illinois Learning Standards K-9. Concurrent with . Prerequisites: , and admission to WheTEP.
EDUC 317. Theories and Methods of Teaching Elementary and Middle School Language Arts. The theoretical and pedagogical background for teaching language arts in the context of written and oral composition, handwriting, spelling, grammar, listening, poetry, and literature. Concurrent with . Prerequisites: , and admission to WheTEP. (2)
EDUC 321. Theories and Methods of Teaching Elementary and Middle School Social Studies. Provides an overview of the knowledge, skills, values, and attitudes involved in social studies education. Includes the major areas of the social sciences: anthropology, economics, history, geography, political science, and sociology. Concurrent with . Prerequisites: , and admission to WheTEP. (2)
EDUC 324L. Methods Practicum—Middle and High School. An opportunity to practice some of the concepts and skills acquired in methods courses. The secondary education major works with a cooperating teacher for 30 hours in half-day units during the fall or spring. Completed the semester prior to student teaching. Prerequisites: , and admission to WheTEP. Graded pass/fail. (1)
EDUC 335L. Math Methods Practicum—Middle and High School. An opportunity to practice some of the concepts and skills acquired in methods courses. Secondary education candidates work with a cooperating teacher for 30 hours in half-day units during the fall or spring. Completed the semester prior to student teaching. Prerequisites: , and admission to WheTEP. Graded pass/fail. (1)
EDUC 405L. Middle Grade Practicum. An optional teacher-aiding experience in the middle grades for a full-time, five-day period when the College is not in session, usually completed during the winter or spring break. Pre-approved middle grade projects required. Graded pass/fail. (1)
EDUC 494. Senior Seminar. This course will examine the complexities of the teaching profession within the context of student teaching. Candidates will examine their experiences within the framework of readings which will inform their methods of teaching and effective interaction with students. The course will also demonstrate how research can be done within the classroom as a means to answering some of the questions which arise from their student teaching experience. Taken during the student teaching semester. (2)
EDUC 496. Student Teaching. This is an internship experience where candidates apply teaching principles in local schools and classrooms under supervision. Usually student teaching is done within a 15-mile radius of the campus. Candidates complete their student teaching in their major teaching areas. Concurrent with Prerequisites for elementary student teaching: a minimum GPA of 2.5 in the major/professional education courses, and cumulatively, admission to WheTEP, a passing score on the Illinois Certification Testing System Elementary content-area knowledge test, clearance through completion of a fingerprint and criminal background check (at the candidate’s expense), and the recommendation of the department. Prerequisites for secondary and special foreign language student teaching: , , a teaching methods course in the major, or a minimum GPA of 2.5 in the major, in professional education courses, and cumulatively, admission to WheTEP, a passing score on the Illinois Certification Testing System content-area test, clearance through completion of a fingerprint and criminal background check (at the candidate’s expense), and a recommendation from the department of their teaching area. Prerequisites for special music student teaching: music teaching methods studies, , a minimum GPA of 2.5 in the major, in professional education courses, and cumulatively, admission to WheTEP, a passing score on the Illinois Certification Testing System content-area test, clearance through completion of a fingerprint and criminal background check (at the candidate’s expense), and a recommendation from the Conservatory. Candidates are expected to take all 300- and 400-level education courses at Wheaton. Exceptions may be granted by the Department of Education. A candidate's teaching field is one in which s/he has sufficient hours to meet certification requirements and for which s/he has obtained the recommendation of the Department. Candidates must have a major in a subject commonly taught in the public schools of Illinois. (9)
EDUC 497. Philosophical Foundations of Education. This course examines the philosophical foundations of American education from 1635 to the present. Emphasis is on a comparison of philosophical ideas in education and on the development of a personal philosophy of education. Prerequisites: EDUC 125, , and admission to WheTEP or Department approval. Concurrent with . $310 course fee. (3)
EDUC 498. Literacy Assessment. This course is designed to explore specific problems in the teaching of the language arts beyond those covered in . It deals with diagnosis and recommendations for providing supportive contexts for individual differences. Prerequisites: (or equivalent), and admission to WheTEP or consent of instructor. (2)
Revision Date: June 1, 2012
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