The secondary education program is designed for students seeking teacher certification at the middle school and high school levels in biology, chemistry, business, English, history, and mathematics. The requirements for the Illinois Type 09 teaching certificate for grades 6 through 12 are integrated with the program. Additional courses must be taken to earn an endorsement to teach at the middle school level.
Applicants to the program must have a minimum grade point average of 2.7 on a 4.0 scale for the entirety of their undergraduate course work, a minimum of 120 semester hours of credit at the undergraduate level, and a passing score on the Illinois Certification Testing System Basic Skills Test or Test of Academic Proficiency. Applicants who have taken other graduate-level course work must have a minimum 3.0 GPA in these courses. Students may earn admission to the program without an undergraduate major in biology, chemistry, business, English, history, or mathematics, but must complete the equivalent of an undergraduate major in one of these areas in order to earn certification and the MA degree in secondary education.
To be awarded the MA in secondary education, students must successfully complete a 32 semester-hour program of study, and all requirements for the Type 09 teaching certificate. For the Type 09 certificate, 26 semester hours of education courses are required; students may earn the certificate before completing the MA degree.
To earn the Type 09 teaching certificate, students must complete an approved student teaching experience, a minimum of 100 clock hours of pre-student teaching field experiences, all of the requirements for an academic major in one of the approved programs, and any additional course work or tests needed to satisfy accreditation, State of Illinois, and/or Roosevelt University requirements.
All graduate students must maintain a 3.0 GPA in their graduate courses, and no grade below C is acceptable for certification or the MA degree (C- grades are unacceptable).
At the time of admission, advisors review transcripts and evaluate all course work completed at other colleges or universities. Advising plans are developed and any deficiencies related to certification requirements are noted. If additional course work is needed, the student’s advisor will indicate the course work needed to gain major equivalence for certification. Each student must confer with his/her assigned advisor before enrolling in the program and during each advising period to ensure that all requirements are being successfully completed.
First-hand experiences with diverse learners in middle school and high school classrooms are required. Students are enrolled in courses that include field experiences; in these courses, they participate in classrooms as observers, tutors, and participants in large group activities. Field experiences involve both urban and suburban placements and must include schools with traditionally underserved populations. SEED 401, SEED 450, and SPED 419 are field experience courses. Students who are currently employed as full-time teachers or who have completed field experiences in other programs may petition to have these hours considered for meeting requirements. However, all petitions must be directed to the entire faculty of the program, through the department chair, and all petitions must be received at the time of admission and initial enrollment in the program.
A 15-week student teaching experience is arranged in accordance with professional standards and with consideration of each student's needs and interests. Student teaching is open only to those who have completed all general education courses, an academic major, the Basic Skills Test or Test of Academic Proficiency and the appropriate content exam, professional education courses, and other requirements for admission to student teaching. Formal application two semesters prior to student teaching is required.
Applicants are expected to be in good physical health, free from severe, chronic, or persistent personal or emotional difficulties, and well prepared in general education, the academic major, professional dispositions, and professional education. A College of Education faculty member and a resident cooperating teacher supervise each student. Students are required to submit various assignments via Taskstream that document their growth, instructional orientation, and impact on student learning.
Student teaching assignments are not appropriate or approved in a school where a student has full-time employment, whether as a teacher, an aide, or in any support or administrative capacity. Student teachers may not engage in outside employment or take any additional course work while they are student teaching. Student teaching is a full-time responsibility of no less than 15 weeks. The State of Illinois requires all students enrolled in traditional teacher preparation programs to complete unpaid student teaching assignments. Procedures for Student Performance Reviews, available on the COE website, will be followed if students are rejected for clinical placement at least three times due to concerns about academic or interview performance.
Before issuing a certificate, the Illinois State Board of Education requires passing performance on the Test of Basic Skills or Test of Academic Proficiency, the content area test appropriate to the certificate that the teacher candidate is seeking, and the Assessment of Professional Teaching (APT). Students must consult with their assigned advisor to determine which courses taken at Roosevelt and at other institutions are acceptable for meeting state certification requirements.
In secondary education, a general education course is required of all candidates:
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