Chair, Professor Jillian Lederhouse
Reflecting the College’s mission to improve society worldwide, the goal of the Wheaton College Teacher Education Program is to prepare educators who teach and lead for human flourishing. The concept of educating for human flourishing has ancient roots, including a strong presence in the wisdom literature of the Hebrew Bible. It first appeared in a form directly applicable to the contemporary academy in the works of Plato and Aristotle, where this goal is compatible with Christian theology in recognizing that all individuals are created in the image and likeness of God, and therefore each human being has inherent value and the capacity to learn and grow.
Human flourishing is the ethical and purposeful realization of human attributes, in mind, body, and spirit, which fits a person, as Milton said, “to perform justly, skillfully, and magnanimously all the offices of public and private life.” The work of the Christian professional educator is to instill and develop the knowledge, skills, and intellectual and moral virtues which help to actualize this potential. In order to teach for human flourishing, Christian professional educators should have a broad background in the liberal arts, expertise in the subject matter, knowledge of the ways in which children and adolescents develop and learn best, knowledge of the optimal conditions to achieve the education good, and the skills, virtues and dispositions worthy of the profession. For those who are called to serve in our state’s, nation’s, and world’s public and private schools, this mission charges teacher candidates to devote their lives wholly to Christ by faithfully and intelligently teaching each of His children to the best of their abilities.
The Department of Education has chosen teaching and leading for human flourishing on which to base its teacher preparation program for its congruence with transcendent scriptural principles, its relationship to the liberal arts, and its inherently high and holistic expectations for each student. Implicit in this model are three distinct professional and dispositional components: 1) embodying justice, 2) making reasoned and ethical decisions, and 3) acting in a Christ-like manner:
Candidates are expected to demonstrate justice in the following areas:
See students’ competencies and capacities in a holistic manner
Create a safe learning environment
Hold all learners to high expectations
Offer a rich and rigorous curriculum to all students
Use evidence-based approaches and methods that reflect the research on diverse learners
Build strong relationships with all students, parents and guardians
Making Ethical and Reasoned Decisions
Candidates will make ethical and reasoned decisions which:
Empower independent student learning
Reflect both the breadth and depth of the curriculum
Emanate in part from assessment data
Augment their instruction through a rich variety of resources, including appropriate technologies
Increase students’ literacy skills in and through all areas of the curriculum
Consider the local and global contexts
Acting in a Christ-like Manner
Candidates will demonstrate the following dispositions:
(Professionalism) Demonstrate professional and ethical conduct with supervisors, students, colleagues and community
(Collaboration) Foster collaborative relationships that enhance the teaching and learning experience
(Scholarship) Demonstrate commitment to the acquisition of knowledge, skills, intellectual curiosity and moral development
(Problem-solving) Adjust successfully to new circumstances, are flexible in nature, accommodate given the unforeseen, and persist through adversity
(Initiative) Actively demonstrate the ability to foster extensions in learning and teaching
(Leadership) Develop effective communication skills, thinking skills and creative expression
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 Council for the Accreditation of Education Preparation (CAEP) and its Specialty Professional Associations. The Department of Education at Wheaton College is accredited by the Council for the Accreditation of Education Preparation (CAEP), 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 CAEP 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 test of academic proficiency, 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. All candidates seeking licensure must earn a grade of C or better in all major, professional and endorsement subject courses. Candidates must submit a completed WheTEP application and a reflective assignment based on their teacher aiding observations. An interview and a passing score on the Illinois Licensure Testing System Test of Academic Proficiency 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. Evidence of a TB test is required prior to student teaching. Candidates must secure proof of a criminal background check through the district in which they will complete their student teaching.
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 2012-2013, the Wheaton Teacher Education Program had 55 candidates admitted to initial teacher certification programs. Sixty-eight (68) candidates participated in supervised student teaching during the academic year,four 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, four 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 3.24 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 136L, 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 Test of Academic Proficiency, 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 136L, 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 IllinoisTest of Academic Proficiency, 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 135, 136, 136L, 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 136L, 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 135, 136, 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 Test of Academic Proficiency, 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.
ESL and Bilingual Endorsements
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 135. 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 Education Department conceptual framework, Teaching and Leading for Human Flourishing, which includes embodying justice, making ethical and reasoned decisions, and acting in a Christ-like manner. (2)
EDUC 136. Teaching Ethnically and Linguistically Diverse Students. The theoretical and pedagogical background necessary to provide culturally and linguistically responsive learning experiences for a diverse student population. The course includes the English Language Development (ELD) Standards and English Language Proficiency (ELP) Standards of the World-Class Instructional Design and Assessment professional organization (WIDA). Co-requisite: . (2) B quad
EDUC 136L. Cross-Cultural Tutoring. A tutoring experience with students from cultural and linguistic 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 or .
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,and the Common Core State Standards. 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 Licensure 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 Licensure 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 Licensure 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 135, 136, , 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, 2013
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