Education

Admission to Wheaton Teacher Education Program (WheTEP)

Initial Elementary Certificate

Initial Secondary Certificate

Initial Special Certificate (Foreign Language and Music)

General Education Requirements

Course Descriptions

Chair, Professor Jillian Lederhouse

Professor Brulle

Associate Professors Egeland, Morrison

Assistant Professors Barwegen, Loomis

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 preference, 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;

Acting Responsibly

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 subject-matter knowledge 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 any of the foreign languages 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. Candidates must submit a completed WheTEP application and a portfolio based on the INTASC/ISBE principles after completing EDUC 225L. All candidates must also complete the technology fluency assessment. An interview based on the portfolio and a passing score on the Illinois Certification Testing System Test of Basic Skills 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.

Since teacher certification requirements are distinctive, candidates in the Elementary Education major or in a discipline major with secondary or special certification are required to meet general education requirements that vary from students not certifying to teach. 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 2006-07, the Wheaton Teacher Education Program had 103 candidates admitted to initial teacher certification programs. Fifty-three (53) candidates participated in supervised student teaching during the academic year, six full-time faculty in the Department of Education spent at least part of their time supervising student teachers, five 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 five part-time faculty not otherwise employed by Wheaton College supervised student teachers. In total, twenty (20) faculty supervised student teachers, a ratio of 2.65 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.

The Wheaton Teacher Education Program had 49 program completers in the 2006-07 academic year. Forty-nine of those completers took the Illinois Test of Basic Skills required before certification, and all 49 passed (100% pass rate). Forty-nine also took the Illinois subject matter competency examinations required before certification, and all 49 passed (100% pass rate). In the areas that had 10 or more completers, 22 of 22 candidates passed the Elementary Education competency test (100% pass rate). In the Assessment of Professional Teaching (APT) examinations, 48 of 48 examinees passed (100% pass rate). In the areas that had 10 or more completers, 22 of 22 Elementary Education candidates passed the APT: Grades K-9 exam (100% pass rate), 17 of 17 Secondary Education candidates passed the APT: Grades 6-12 exam (100% pass rate), and 9 of 9 Special K-12 Education candidates passed the APT: Grades K-12 exam (100% pass rate). In the 2005-06 academic year, the statewide pass rate for the Basic Skills Test was 100%, the statewide pass rate for the aggregate of academic content areas tests was 100%, and the statewide pass rate for the aggregate of professional knowledge/pedagogy tests was 99%. Current Wheaton College and statewide data are posted on our website as they become available.

Initial Elementary Certificate (for elementary education students K-9)

Requirements for the Elementary Education major are 42 hours in education. Education courses include EDUC 125, 125L, 225, 225L, 312, 313, 313L, 315, 317, 321, 426, 427, 427L, 494, and 496.

A minimum of 100 hours of clinical experiences is required prior to student teaching. This includes four required experiences: EDUC 125L, 225L, 313L, and 427L; EDUC 298L 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, 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, Mathematics, Music, and Physics. 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 298L.

Candidates planning to teach in the early elementary grades should take EDUC 345, Early Childhood Education, prior to the methods sequence.

In order to complete certification, candidates must also take and pass the Illinois Enhanced Test of Basic Skills, the subject-matter knowledge test, and the Assessment of Professional Teaching for grades K-9.

Initial Secondary Certificate (for secondary education students 6-12)

The education courses required for Secondary Education candidates (6-12) include EDUC 125, 125L, 225, 225L, a teaching methods course in the major, EDUC 324L or 335L, 426, 427, 427L, 462, 494, and 496.

A minimum of 100 hours of clinical experiences is required prior to student teaching. This includes four required experiences: EDUC 125L, 225L, 324L (335L for Math majors), and 427L; 298L 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 EDUC 298L in order to be eligible for middle school endorsement.

In order to complete certification, candidates must also take and pass the Illinois Enhanced Test of Basic Skills, subject-matter knowledge test, and the Assessment of Professional Teaching for grades 6-12.

Initial Special Certificate (for Foreign Language and Music)

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 and Music. For major requirements refer to the appropriate academic department section of this catalog. Candidates in Foreign Language 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, 426, 427, 427L, 462, 494, and 496. A minimum of 100 hours of clinical experiences is required prior to student teaching. This includes four required experiences: EDUC 125L, 225L, 324L, and 427L; 298L 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, 426, 427, 427L, 494, and 496. 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.

General Education Requirements for Education Candidates

Elementary Education majors, Secondary Education majors, and Special Certificate candidates in Foreign Language must meet the general education requirements as noted below. Total hour requirements are based on Wheaton courses. For candidates who wish to transfer courses toward requirements, slight changes in total hours are possible in some areas. Candidates should confer with their advisors.

1) Bible and Theology (14 hrs)
	See Studies in Faith and Reason in the general education section of this catalog for courses which apply to this requirement.
2) Communication Skills (8-10 hrs)
	a) Two hours from COMM 101 Public Speaking or 252 Argumentation and Debate.
	b) English writing ENGW 103 or 104 Writing Effective Prose (depending on test scores), plus one additional writing course to total six hours in writing.
3) Humanities (20 hrs)
	a) ART 101 Art Survey or ART 102 Issues in Art
	b) Pass a foreign language competency exam (See the General Education section of this catalog for foreign language competency information.)
	c) English Literature (4 hrs): ENGL 101 Classics of Western Literature or 105 Literature of the Modern World is recommended. The requirement may also be met by other English Department literature courses (except for Children’s and Adolescent Literature) or these foreign language literature courses: FREN 346 Masterpieces of French Literature to 1800 or 347 Masterpieces of French Literature 1800 to Present, GERM 344 Masterpieces of German Literature to 1850 or 345 Masterpieces of German Literature 1850 to 1980, SPAN 336 Survey of Spanish Literature, or SPAN 337 Survey of Spanish-American Literature.
	d) Music MUCS 101, 102, or 103 Introduction to Music
	e) PHIL 101 Issues and Worldviews in Philosophy recommended. Also can be met with PHIL 215.
4) Mathematics and Science
	Elementary Education Majors (16 hrs)
	a) Mathematics (6 hrs) Pass QUANTITATIVE SKILLS TEST offered by the Mathematics Department (waive requirement; no credit), OR Pass MATH 101 Quantitative Skills (2) – Prerequisite: Quantitative Skills test, OR Pass one of the following courses at Wheaton or transfer in credit for one of the following: MATH 218 Intro to Calculus with Precalculus (4) MATH 221 Applied Calculus (4) MATH 231 Calculus I (4) MATH 232 Calculus II (4) Students with AP Calculus AB score of 3, 4, or 5, or AP Calculus BC score of 2, 3, 4, or 5 meet competency requirement. AND Pass MATH 125 Mathematics for Elementary and Middle Grade Education (4).
	b) Biological and Physical Sciences (10 hrs) Must include at least one four-hour laboratory course. At least one course of the ten hours must be in biology, and at least one must be in physical science (astronomy, chemistry, geology, or physics). SCI 211 Natural Systems of the Northwoods (offered in the summer at HoneyRock) may count as part of the 10 hours. SCI 322 Elementary School Science is required as part of the ten hours.
	Secondary and K-12 Education Candidates (10 hrs)
	a)Mathematics (2 hrs) Pass QUANTITATIVE SKILLS TEST offered by the Mathematics Department (waive requirement; no credit), OR Pass MATH 101 Quantitative Skills (2) – Prerequisite: Quantitative Skills test, OR Pass one of the following courses at Wheaton or transfer in credit for one of the following: MATH 218 Intro to Calculus with Precalculus (4) MATH 221 Applied Calculus (4) MATH 231 Calculus I (4) MATH 232 Calculus II (4) Students with AP Calculus AB score of 3, 4, or 5, or AP Calculus BC score of 2, 3, 4, or 5 meet competency requirement.
	b) Biological and Physical Sciences (8 hrs) Must include at least one four-hour laboratory course. At least one course of the eight hours must be in biology, and at least one must be in physical science (astronomy, chemistry, geology, or physics). At least two hours must be upper division selected from the approved general education list as described in the College general education requirements. Secondary Education candidates who major in a science must include SCI 321 Secondary Education Science Curriculum as a part of the eight hours.
5) Physical Education (Applied Health Science) (3 hrs)
	a) AHS 101 Wellness (2 hrs)
	b) One hour of Applied Health Science from courses numbered 105-174 or DANC 122-124
6) Social Science (12 hrs)
	a) HIST 351 or 352 American History or 455 American Urban History; plus 331 African History, 334 Asian History, or 292 Latin American History
	b) PSCI 135 American Politics and Government

Education Courses (EDUC)

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 EDUC 125L. $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 EDUC 125. 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 225L. $67 fee.

EDUC 225L. Teacher Aiding Practicum. A teacher aiding experience in a local school during the semester. Concurrent with EDUC 225. Graded pass/fail. (1)

EDUC 241. Outdoor Education. Principles of instruction in outdoor education as a teacher of elementary and middle school children. Prerequisite: (or concurrent with) EDUC 225. Taught at HoneyRock in the summer. (2 or 4) Su

EDUC 298L. 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 312. Theories and Methods: Elementary and Middle School Reading. Basic course in teaching reading designed to foster teacher candidates’ understanding of the theoretical and pedagogical background of literacy. Enables candidates to develop competencies necessary to design and implement appropriate reading programs that meet the literacy needs of elementary and middle grade students of diverse backgrounds. Concurrent with EDUC 313, 313L, 315, 317, 321, 427L, SCI 322. Prerequisites: EDUC 125, 125L, 225, 225L, 427, MATH 125, and admission to WheTEP.

EDUC 313. 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 EDUC 312, 313L, 315, 317, 321, 427L, SCI 322. Prerequisites: EDUC 125, 125L, 225, 225L, 427, MATH 125, and admission to WheTEP. $15 field trip fee. (2)

EDUC 313L. 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: EDUC 125, 125L, 225, 225L, 427, MATH 125, and admission to WheTEP. Graded pass/fail. (1)

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 EDUC 312, 313, 313L, 317, 321, 427L, SCI 322. Prerequisites: EDUC 125, 125L, 225, 225L, 427, MATH 125, 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 EDUC 312, 313, 313L, 315, 321, 427L, SCI 322. Prerequisites: EDUC 125, 125L, 225, 225L, 427, MATH 125, 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 EDUC 312, 313, 313L, 315, 317, 427L, SCI 322. Prerequisites: EDUC 125, 125L, 225, 225L, 427, MATH 125, 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: EDUC 125, 125L, 225, 225L, 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: EDUC 125, 125L, 225, 225L, and admission to WheTEP. Graded pass/fail. (1)

EDUC 341. Topics in Education. Specific topics in education not normally included in the curriculum. Prerequisites: EDUC 125, 125L, 225, 225L, or consent of instructor. (2 or 4)

EDUC 345. 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: EDUC 125, 125L, 225, 225L. $5 field trip fee. (2)

EDUC 426. 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, 225, 225L, and admission to WheTEP or Department approval. Concurrent with EDUC 494, 496. $250 course fee. (3)

EDUC 427. Introduction to Special Education. The theoretical and pedagogical background necessary to meet the requirements of the Individuals with Disabilities Education Act (I.D.E.A.) and its amendments. It includes instruction in the psychology of children with exceptionalities with emphasis on students with learning disabilities. It emphasizes identification of learning needs, individualization of educational programs, utilization of services available for treatment of problems, and curricular adaptations. Prerequisites: EDUC 125, 225, and 225L, or Department approval. (2)

EDUC 427L. Special Education Practicum. The candidate will observe and work with students with special needs in a school or recreational setting for approximately 30 hours. Concurrent with EDUC 313L or 324L or 335L. Graded pass/fail. (1)

EDUC 429. Literacy Assessment. This course is designed to explore specific problems in the teaching of the language arts beyond those covered in EDUC 312. It deals with diagnosis and recommendations for providing supportive contexts for individual differences. Prerequisites: EDUC 125, 125L, 225, 225L, 312 (or equivalent), and admission to WheTEP or consent of instructor. (2)

EDUC 462. Curriculum Integration and Classroom Communication. 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, EDUC 324L or 335L, 427, and 427L. Prerequisites: EDUC 125, 125L, 225, 225L, and admission to WheTEP.

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 495. Problems in Education. Individual work with periodic conferences for candidates who have demonstrated ability and have definite interest in problems in a restricted field. (1-4)

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 EDUC 426, 494. Prerequisites for elementary student teaching: EDUC 125, 225, 225L, 312, 313, 313L, 315, 317, 321, 427, 427L, MATH 125, SCI 322, 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: EDUC 125, 125L, 225, 225L, a teaching methods course in the major, EDUC 324L or 335L, 427, 427L, 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 subject-matter knowledge 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: EDUC 125, 225, 225L, music teaching methods studies, EDUC 427, 427L, 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 subject-matter knowledge 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)

Revision Date: May 1, 2008

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