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BILINGUAL BICULTURAL EDUCATION MASTER’S DEGREE PROGRAM

PURPOSEThe bilingual bicultural education graduate program is geared toward educators who are or will be working with linguistically and culturally diverse learners in multiple educational contexts. The course of study offers comprehensive and in-depth analysis and understanding of second language acquisition, language policy, and bilingual/ ESL theories and pedagogy. The program prepares educators to address the linguistic, academic, social and cultural needs of diverse learners and to advocate for bilingual education programs that foster bilingualism, biliteracy and critical pedagogy and framework for teaching.

PROGRAM FEATURESThe bilingual bicultural education program core courses aim to:• Examine the sociopolitical, historical

and cultural implications of various approaches to language education, policies and practices.

• Study the relationship of language, culture and identity within social, educational and political contexts.

• Understand the processes involved in first- and second-language acquisition and language and literacy development.

• Form educators who understand and implement a wide range of teaching and learning strategies and assessments that are academically rigorous, linguistically sound and culturally sensitive.

• Develop collegiality and collaboration among educators, programs and schools that support activism, education and social change for culturally and linguistically diverse students, their families and communities.

PROGRAM DESCRIPTIONThe bilingual bicultural program leads to a Master of Arts or a Master of Education degree with a State of Illinois endorsement in bilingual education, English as a Second Language or both. The program provides advanced multidisciplinary study in language, literacy and culture with concentrations in bilingual education and English as a Second Language. Students with a concentration in bilingual education must demonstrate proficiency in a second language. Students with a concentration in ESL are not required to demonstrate proficiency in a second language.

PROGRAM OPTIONSMaster of Arts (MA) 13 courses and thesisMaster of Education (MEd)13 courses and an MEd paperMaster of Education or Arts with State Licensure18-20 courses and student teachingEndorsement OnlyIn BE and ESL 8 courses (32 quarter hours)In BE or ESL 7 courses (28 quarter hours)

PROGRAM REQUIREMENTSBilingual Bicultural Education Courses(8 courses for both endorsements, 7 courses for one endorsement)BBE 402 Bilingual Bicultural Curriculum

Development (BE/ESL endorsements)

BBE 404 Language, Literacy and Culture (BE/ESL endorsements)

BBE 406 Sociopolitical and Historical Perspectives in Bilingual Education (BE endorsement)

BBE 407 Equity Issues in Assessment (BE/ESL endorsements)

BBE 425 Biliteracy Practices in BE and ESLBBE 466 First and Second Language

Acquisition (BE/ESL endorsements)

BBE 510 Special Topics in Language Education (MEd only)

BBE 520 Research Methods in Bilingual Bicultural Studies (prerequisite: SCG 410)

BBE 524 Methods of Teaching ESLBBE 526 Theoretical Foundations of

Teaching ESL (ESL endorsement)BBE 589 Thesis Research (MA only)BBE 608 Capstone

(MEd only – non-credit)BBE 609 Field Experiences

(non-credit, 100 field experience hours required)

Social and Cultural Studies in Education(3 courses)SCG 408 Education and SocietySCG 410 Introduction to Research:

Purposes, Issues and Methodologies

Select one of the following courses depending on concentration:SCG 403 Human Development and

Learning: ElementarySCG 406 Human Growth and DevelopmentSCG 439 Philosophy and Psychology of

Middle Level Education

Students with BA/BS in education must see an advisor before taking SCG classes.

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ADMISSION REQUIREMENTS To be eligible for the bilingual bicultural education program, students must hold a bachelor’s degree from an accredited college or university and have a previous grade point average of 2.75 or higher (on a 4.0 scale).

To apply, please submit the following items to The Office of Graduate Admission:• A completed application• Application fee ($40)• One official transcript from all colleges

and/or universities attended• A résumé or curriculum vitae• Two letters of recommendation from

professors or employers• Statement of purpose indicating

professional development goals and related experience (750 words)

APPLICATION DEADLINESStart Term Application DeadlineFall . . . . . . . . . . . . . . . . . August 15Winter . . . . . . . . . . . . . . December 1Spring . . . . . . . . . . . . . . March 1Summer . . . . . . . . . . . . May 1

QUESTIONS?If you have questions and would like to talk with an admission counselor, call (773) 325-4405 or email [email protected].

FOR MORE INFORMATIONCollege of EducationThe Office of Graduate AdmissionDePaul University2400 N. Sheffield Ave.Chicago, IL 60614

Phone: (773) 325-4405Fax: (773) 325-2270Website: education.depaul.eduEmail: [email protected]

Please note that the information provided is current as of May 2014 and is subject to change.

COMBINED BACHELOR’S-MASTER’S SECONDARY EDUCATION PROGRAM (TEACH)

PURPOSEThe combined bachelor’s-master’s secondary education program, also known as the TEACH program, provides students the opportunity to complete their bachelor’s degree in the College of Liberal Arts and Social Sciences or the College of Science and Health and a master’s degree in the College of Education in five years. The program focuses on disciplinary content with pedagogical, educational foundations and integrated field experiences in diverse settings.

PROGRAM DESCRIPTIONIn addition to earning their undergraduate degree in core liberal arts and sciences areas, TEACH program students earn a Master of Education and a State of Illinois professional educator license with secondary education endorsement. This license provides the credentials to teach their subject area to grades six through 12. Course work is grounded in coherent and integrated classroom experiences that culminates with student teaching during the spring quarter of the student’s master’s year.

PROGRAM REQUIREMENTS The curriculum consists of three components:

Prerequisite Course (Junior year Experiential Learning course)TCH 320 Exploring Teaching in the Urban

High School (25 Level 1 field hours)

Undergraduate Courses(16 quarter hours taken senior year, with 12 hours double counting as undergraduate and graduate credit)

These courses integrate content learning with an introduction to secondary education and pedagogical content knowledge. Three of the courses include field experiences in secondary content classrooms, with an emphasis on understanding the social, cultural and economic influences on education and the teaching of disciplinary content.

TCH 401 Teaching as a Profession in Secondary Schools (20 Level 1 field hours)

TCH 411-4 The Nature of (English, Math, History/Social Sciences or Science)*

TCH 421-4 Inquiry and Application in Developing Secondary Pedagogy (25 Level 1 field hours)*

TCH 390 Integrating Educational and Disciplinary Foundations (Capstone course, 10 Level 2 field hours)

Graduate CoursesSCG 406 Human Development

(15 community service hours)LSI 446 Psychology and Education

of the Exceptional Child (20 Level 2 field hours)

TCH 451-4 Research Methods and Disciplinary Inquiry*

TCH 471-4 Teaching in the High School I (30 Level 2 field hours)*

TCH 481-4 Teaching in the High School II (30 Level 2 field hours)*

TCH 495 Assessment Issues in Secondary Education

T&L 525 Reading, Writing and Communicating across the Curriculum

BBE 501 Teaching and Assessing Adolescent ELLs and Speakers of Non-Dominant Varieties of English across the Curriculum

TCH 590 Student Teaching (6 quarter hours)

TCH 591 Student Teaching Seminar (2 quarter hours)

*Students are required to complete one course per sequence.

Field Experience The State of Illinois requires extensive and intensive field experience in schools, working with both students and teachers. Field hours offer a gradual introduction to the full range of experiences associated with teaching. Level 1 experience provides students an opportunity to observe a classroom and engage with small groups of students. Level 2 experience allows students to teach short lessons to small groups or an entire classroom. This level also encourages students to work with their supervising teacher on lesson preparation and instructional delivery.

Student TeachingStudent teaching is the culminating event of the program. The Level 3 field experience, or student teaching, puts students in a classroom full time for at least 10 weeks. During this time, students become progressively more responsible for curriculum development and classroom instruction, with the end goal being complete control during the last half of the overall experience.

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ADMISSION REQUIREMENTS To be eligible for the combined bachelors’-master’s secondary education program, students must have a declared major in the College of Liberal Arts and Social Sciences or College of Science and Health at DePaul; have reached junior status with at least 88 completed quarter hours (or at least 16 completed quarter hours at DePaul if a transfer student); have an overall GPA of 3.0 or higher; and be enrolled in or have completed the prerequisite junior-year Experiential Learning course, TCH 320.

To apply to the TEACH program, students must submit the following items to The Office of Graduate Admission:• Completed College of Education graduate

application• Completed College of Education

supplemental application form, located on the TEACH program website (education.depaul.edu)

• Application fee ($40)• Copy of DePaul’s degree progress

report (DPR)• Two letters of recommendation from

professors (at least one from faculty member in your disciplinary area)*

• Statement of purpose indicating professional development goals and related experience (750 words)

The admission process also may include an interview with program faculty.

*One letter of recommendation will be waived for students with a GPA of 3.2 or better.

APPLICATION DEADLINESThe application deadline is June 15 of the applicant’s junior year (spring quarter).

FACULTY ADVISORSWe strongly encourage prospective TEACH program students to contact one of the faculty advisors in their major area for a content area evaluation prior to completing their junior year at DePaul:

English and WritingBob [email protected](773) 325-1779

Julie [email protected](773) 325-4821

History Colleen [email protected](773) 325-1553

Math Jeff [email protected](773) 325-4218

Natural Science Bernhard [email protected](773) 325-4545

Social Science Jim [email protected](773) 325-4290

Laura [email protected](312) 362-8771





COUNSELING MASTER’S DEGREE PROGRAM: COLLEGE STUDENT DEVELOPMENT CONCENTRATION

PURPOSEThe college student development concentration prepares counseling professionals to work in various offices within student affairs, such as career centers, offices of residence life and college counseling centers. Counseling professionals master skills to provide individual and group counseling and to serve as a leader and advocate for students, universities and the profession.

PROGRAM FEATURES The counseling programs are competency- and outcome-based in their approach. Emphasis is placed on assisting students from a variety of professional disciplines in developing: 1. Theory and practice related to personal

identity and the human life cycle.2. Leadership skills that facilitate

understanding of and influence within organizational systems.

3. Effective communication skills and group and individual counseling approaches that actualize human potential.

PROGRAM DESCRIPTIONThe counseling (CSL) programs present a core of courses that provide professionals with the skills, mastery and competencies to deliver comprehensive counseling and consulting services in many educational and community environments.

In addition to theoretical frameworks and competencies, the programs foster leadership in counseling. Career opportunities include school counseling, working with young children and families, counseling in community agencies, counseling and advising in higher education, career counseling, counseling in hospitals or institutional-care settings, or counseling in private practice.

DEGREE REQUIREMENTS(60 quarter hours)

Social and Cultural Foundations Courses (8 quarter hours)SCG 401 Advanced Developmental

Psychology SCG 410 Introduction to Research:


Counseling Courses (52 quarter hours)CSL 451 Legal and Ethical Issues in

Counseling CSL 452 Introduction to the Counseling

Profession CSL 454 Career Counseling CSL 458 Group Counseling CSL 461 Testing and Appraisal CSL 467 Counseling Theories CSL 490 Foundations of Student Affairs CSL 491 Contextual Dimensions,

Knowledge and Skills in College Student Development

CSL 492 Program Development in Student Affairs

CSL 501 Counseling Skills CSL 510 Multicultural Counseling CSL 511 Supervision (1 credit) CSL 512 Crisis Intervention (2 credits) CSL 513 Consultation for Counselors

(1 credit) Students are required to take one additional elective course.

Practicum and Internship (12 quarter hours)CSL 552 Practicum CSL 553 Counseling Internship I CSL 554 Counseling Internship II

Thesis/Oral Examination or PapersTo graduate with an MA degree, you must write a master’s thesis and defend it orally before a thesis committee. Registration for CSL 559 is required. CSL 559 Thesis Research in Counseling

(MA option only)

ADMISSION REQUIREMENTS To be eligible for the college student development program, students must hold a bachelor’s degree conferred by an accredited, recognized institution. It is recommended that you have at least one year of work experience.

To apply, please submit the following items to The Office of Graduate Admission:• A completed application• Application fee ($40)• One official transcript from each college

and/or university attended• Three letters of recommendation:

one from a professor addressing your academic ability, one from an employer, and the third from either another professor or employer

• Résumé • A personal statement (see back for

more information)

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PERSONAL STATEMENTPlease answer all of the following questions. Your entire response should not exceed 1,500 words (or approximately 300 words per question).

1. Discuss why you want to enter the counseling field. Demonstrate in your response that you have researched the field and have a basic understanding of what counseling professionals do.

2. Given what you have researched about the profession, discuss your short-term and long-term professional goals should you eventually graduate from our program. Integrate into your response why DePaul’s counseling program will help you achieve your goals.

3. Discuss why self-awareness, self-reflection and self-care are important skills for counselors. Explain ways in which you would attend to all of these should you be a student in our program.

4. Explain how your personal values and ethical beliefs will be an asset to you as a future counselor and explain any challenges you may face in future practice. Provide concrete examples from your personal or professional life to help illustrate your points.

5. Discuss your understanding of “multicultural proficiency” and “social justice.” Explain how you believe these play a role in the work of counseling professionals as well as how these fit with your own beliefs and values. Provide concrete examples from your personal or professional life to help illustrate your points.

APPLICATION DEADLINESStart Application Term DeadlineFall . . . . . . . . . . . . . . . . . August 15Winter . . . . . . . . . . . . . . December 1Spring . . . . . . . . . . . . . . March 1Summer . . . . . . . . . . . . May 1

FACULTY CONTACTSPhilip Gnilka, PhD(773) [email protected]

Erin Mason, PhD(773) [email protected]

Alexandra Novakovic, PhD(773) [email protected]

Melissa Ockerman, PhD(773) [email protected]

Darrick Tovar-Murray, PhD(773) [email protected]

Joy S. Whitman, PhD (773) 325-7636 [email protected]

Rich Whitney, PhD(773) [email protected]





COUNSELING MASTER’S DEGREE PROGRAM: CLINICAL MENTAL HEALTH CONCENTRATION

PROGRAM DESCRIPTIONThe clinical mental health counseling (CMHC) concentration is a practitioner-oriented program that is designed to prepare students to enter the professional fields of counseling and mental health. Our program integrates counseling knowledge, skills and clinical field experiences based on current research and best practices to help students develop their professional identities as clinical mental health counselors.

With a sound foundation in counseling and mental health training, students will be able to work within a variety of clinical settings such as private practice settings, community mental health centers, day treatment and in-patient hospital settings, employee assistance plans, correctional facilities, foster care agencies, group homes, youth mentoring programs, and colleges and universities. Within these settings, our students will be equipped to address and resolve personal, familial and social concerns that interfere with clients’ abilities to lead healthy and productive lives.

Unique aspects of the CMHC program at DePaul University include an intensive on-campus practicum in our state-of-the-art training facility and a rigorous education in multiculturalism and social justice. The program’s focus is on training students to become culturally competent practitioners who can serve as advocates and leaders for clients, communities and the profession.

PROGRAM OUTCOMESGraduates of our program have become counselors and leaders serving culturally and linguistically diverse populations (e.g., clients who are LGBTQ, of varied racial and ethnic backgrounds, and economically disenfranchised).

Graduates of this concentration are also competitive for admission into doctoral programs in counseling psychology, counselor education and other mental health fields as long as they design their course work and experiences during the program with this focus in mind. Students choosing to further their research knowledge and skills to better prepare for advanced degree programs often complete a master’s thesis or complete research with a faculty advisor.

PROGRAM REQUIREMENTSThe CMHC concentration is a 90-quarter hour program that requires at least three years to complete. Course work and an on-site practicum experience generally make up the first two years of the program, followed by a year of specialty course work and professional practice in the field. The course sequence below meets the educational requirements for both the Licensed Professional Counselor and Licensed Clinical Professional Counselor as set by the State of Illinois Department of Financial and Professional Regulation.

The CMHC concentration generally meets the licensure requirements for other states; however, certain states have different requirements. It is the responsibility of the student to check with the state licensure board to verify the necessary requirements to be eligible for licensure and to plan on meeting those requirements. State licensure board contact information can be obtained through the American Counseling Association (counseling.org/knowledge-center/licensure-requirements).

Social and Cultural Foundations Courses (2 courses, 8 quarter hours) SCG 401 Advanced Lifespan

Developmental SCG 410 Introduction to Research:


Counseling Courses (17 courses, 62 quarter hours) CSL 451 Legal and Ethical Issues in


Profession CSL 454 Career Counseling CSL 458 Group Counseling CSL 461 Testing and Appraisal CSL 466 Assessment and Treatment of

Chemical Dependency CSL 467 Counseling Theories CSL 483 Counseling Interventions &

Treatment PlanningCSL 484 Issues in Clinical Mental Health

CounselingCSL 485 Sexuality CounselingCSL 489 Psychopathology CSL 501 Counseling Skills CSL 510 Multicultural Counseling CSL 511 Supervision (1 credit) CSL 513 Consultation for Counselors

(1 credit) CSL 515 Crisis Intervention and Trauma

Counseling CSL 556 Couples and Family Counseling

Elective Courses(3 courses, 8 quarter hours)CSL 480 Special Topics in Counseling

(1 credit)CSL 481 Special Topics in Counseling

(2 credits)CSL 482 Special Topics in Counseling

Students also may take elective courses in another program approved by a CSL faculty advisor.

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Practicum and Internship (4 courses, 12 hours) CSL 552 PracticumCSL 553 Counseling Internship I CSL 554 Counseling Internship II CSL 555 Counseling Internship III

(0 credits)

Thesis/Oral Examination or PapersTo graduate with an MA degree, you must write a master’s thesis and defend it orally before a thesis committee. Registration for CSL 559 is required.CSL 559 Thesis Research in Counseling

(MA option only)

ADMISSION REQUIREMENTS To be eligible for the community counseling program, students must hold a bachelor’s degree conferred by an accredited, recognized institution.





more information)



















COUNSELING MASTER’S DEGREE PROGRAM: SCHOOL COUNSELING CONCENTRATION

PURPOSEThis master’s degree allows the student to obtain a professional educator license as a school counselor. The sequence prepares counseling professionals to work within public and private K-12 school systems and gives them the skills to provide individual and group counseling and to serve as a leader and advocate for students, schools and the profession.

PROGRAM FEATURESThe counseling programs are competency- and outcome-based in their approach. Emphasis is placed on assisting students from a variety of professional disciplines in developing: 1. Advocacy and leadership skills to promote

the academic, personal/social and career/college competencies of all k-12 students

2. Data-driven accountability designed to meet the needs of stakeholders and to promote comprehensive developmental school counseling programs

3. Counseling and consultation skills to foster teamwork and broker resources for students and their families

PROGRAM REQUIREMENTSThe counseling (CSL) programs present a core of courses that provide professionals with the skills, mastery and competencies to deliver comprehensive counseling and consulting services in many educational and community environments.

In addition to theoretical frameworks and competencies, the programs foster leadership in counseling. Career opportunities include school counseling, working with young children and families, counseling in community agencies, counseling and advising in higher education, or career counseling.

Social and Cultural Foundations Courses(2 courses, 8 quarter hours)SCG 401 Advanced Developmental

Psychology SCG 410 Introduction to Research:


Counseling Courses (15 courses, 56 quarter hours)CSL 451 Legal and Ethical Issues in


Profession CSL 458 Group Counseling CSL 461 Testing and Appraisal CSL 467 Counseling Theories CSL 475 College and Career Readiness

Counseling for School Counselors

CSL 489 PsychopathologyCSL 501 Counseling Skills CSL 510 Multicultural Counseling CSL 514 Crisis Intervention (2 credits) CSL 519 Special Education: Legal and

Professional Issues for School Counselors (2 credits)

CSL 520 Counseling Children and Adolescents

CSL 521 Contextual Dimensions of School Counseling

CSL 522 Delivery of Comprehensive Developmental School Counseling Programs

CSL 523 Learning and Classroom Management for School Counselors (non-teachers only)

Practicum and Internship (3 courses, 12 quarter hours)CSL 552 Practicum CSL 553 Counseling Internship I CSL 554 Counseling Internship II

Thesis/Oral Examination or PapersTo graduate with an MA degree, you must write a master’s thesis and defend it orally before a thesis committee. Registration for CSL 559 is required.CSL 559 Thesis Research in Counseling

(MA option only)

ADMISSION REQUIREMENTS To be eligible for the school counseling program, students must hold a bachelor’s degree conferred by an accredited, recognized institution. It is recommended that you have at least one year of work experience.





more information)


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For more informationCollege of EducationThe Office of Graduate AdmissionDePaul University2400 N. Sheffield Ave.Chicago, IL 60614



CURRICULUM STUDIES MASTER’S DEGREE PROGRAM WITH CURRICULUM SPECIALIST CONCENTRATION

PURPOSEThe curriculum studies program is designed for educators who wish to enhance their skills in teaching, curriculum development, or the administration of a department or educational program. It aims to equip leaders from a variety of educational settings with the skills necessary to develop, justify, evaluate and modify curricula to serve the needs of all students. These skills have become increasingly significant for schools, but also are needed in other organizations—hospitals, businesses, associations, community and civic agencies, and museums—that are confronted with the necessity of educating their employees, students, patrons or the public in a time of fast-moving social and technological change.

PROGRAM DESCRIPTIONThe curriculum specialist program allows teachers and practitioners to take a full range of curriculum studies courses. It is designed for individuals interested in enhancing their understanding of curriculum history, theory, development, evaluation, the relationship between theory and practice, and the intersection of teaching and curriculum. The curriculum specialist concentration provides a solid foundation for educators interested in serving as curricular or instructional leaders to develop their professional knowledge base.

PROGRAM REQUIREMENTS(13 courses, 52 quarter hours)

Curriculum Studies Courses(8 courses, 32 quarter hours)CS 470 Teachers as Leaders CS 472 Ethics, Curriculum and

Social Change CS 473 Assessment CS 481 The Study of Teachers and

Teaching*CS 482 The History of Curriculum

Practice CS 485 Curriculum/Program Evaluation CS 488 Designing and Interpreting

Curriculum CS 489 Developing Critical and Creative

Thinking CS 492 Creating and Sustaining

Professional Learning Communities

CS 591 Curriculum Theorizing: Multiple Lenses

*Offered every fall, required during the first year in the program

Electives(2 courses, 8 quarter hours)Two master’s-level courses, chosen in consultation with a curriculum studies faculty advisor.

Social and Cultural Foundations Courses (2 courses, 8 quarter hours)

Choose one of the following:SCG 410 Introduction to Research:


SCG 610 Introduction to Research (preferred)

Choose one of the following:* SCG 406 Human Development and

Learning, SecondarySCG 408 Education and SocietySCG 409 Sociology of EducationSCG 411 Philosophy of EducationSCG 603 Culture and EducationSCG 604 Identity: Constructions and

NegotiationsSCG 608 Ideology, Power and PoliticsSCG 611 Philosophical Studies in

Education *600-level courses preferred

Master’s Paper Requirement(1 course, 4 quarter hours)CS 580 Research Seminar in

Curriculum StudiesSatisfatory completion of master’s papers (MEd) or master’s thesis (MA)

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ADMISSION REQUIREMENTS To be eligible for this program, students must have a bachelor’s degree from an accredited institution.


and/or universities attended• Two letters of recommendation from

professors or supervisors• Statement of purpose indicating

professional development goals and related experience (approximately 750 words)

• Resume showing evidence of adequate background for the program





EARLY CHILDHOOD BILINGUAL/ESL ENDORSEMENT

PURPOSEThe need for qualified early childhood Bilingual Educators (BE) and English as a Second Language (ESL) teachers is significant in the Chicago metropolitan area. Language and literacy development in the early years is crucial to overall school success. Teachers who understand language and culture and the ways in which these interact can be more successful in ensuring a solid foundation for young children. The College of Education at DePaul University offers specifically designed early childhood bilingual and English language learners courses for this critical age (birth through age 8).

In just one year, teacher candidates can complete all the course work required to obtain an Illinois state endorsement/approval in bilingual education and/or ESL for young children.

PROGRAM DESCRIPTIONTeachers who complete this program will gain the necessary skills for designing instruction, evaluating and designing materials, and assessing the language development of English learners through culturally responsive approaches. The program emphasizes ways to promote literacy and academic language as well as mathematical and critical thinking—all in the context of classes that employ both emergent and directed instruction models.

Finally, the program emphasizes the connections to Response to Intervention (RtI) for the purpose of individualization of instruction and family partnerships. For the BE endorsement, teachers must pass the State of Illinois Language Proficiency Exam. The state approval/endorsements for ESL and BE also require an Illinois teaching license as well as 100 hours of clinical experience. Seven courses are required for the endorsements. Courses may be taken as part of a degree or as a student at large.

PROGRAM REQUIREMENTS(7 courses, 28 quarter hours)BBE 408 Bilingual Early Childhood

Development Theoretical Foundations

BBE 409 English as a Second Language Instructional Foundations in Early Childhood Settings

T&L 440 Early Childhood Education Cross-Cultural Studies

T&L 441 Early Childhood Methods and Materials for English Language Learners.

T&L 442 Early Literacy Development and Second Language Acquisition

T&L 443 Assessing Young Bilingual/ESL Learners

T&L 444 Early Childhood Bilingual/ESL Practicum

ADMISSION REQUIREMENTS To be eligible for the bilingual education/ESL endorsement, students must hold a bachelor’s degree from an accredited college or university and a valid teaching license.

To apply, please submit the following items to The Office of Graduate Admission:• A completed application• Application fee ($40)• One official transcript from all colleges and

universities attended• A copy of valid professional

educator license• Two letters of recommendation from



• Résumé or curriculum vitae showing evidence or adequate background for program







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EDUCATIONAL LEADERSHIP PHYSICAL EDUCATION CONCENTRATION MASTER’S DEGREE PROGRAM

PURPOSEThe main purpose of the educational leadership physical education program is to prepare non-educators for administrative and supervisory positions in athletics, such as athletic director, physical education director, youth sports coach or youth camp director.

The program is:• Discipline-based: concepts, research

findings and models of inquiry in social sciences needed to plan, direct or coordinate a physical education curriculum

• Theory-based: relevant theories of organization, leadership and curriculum

• Problem-based: contemporary issues and problems likely to confront administrators and supervisors that build mutual cooperation among team members

• Career-based: examination of administrative and supervisory functions and objectives within a variety of settings and for different purposes that allow for the necessary performance and monitoring standards needed

PROGRAM OPTIONS• Students have the option of pursuing

either a Master of Arts (MA) or Master of Education (MEd) degree.

• Students may take a combination of both online and in-person courses to meet their learning needs. Some courses may only be offered in person.

• This program is available at the Lincoln Park campus. Certain courses also are available at the O’Hare campus.


Educational Leadership Core Curriculum (4 courses, 16 quarter hours)A&S 491 Effective Leadership of SchoolsA&S 495 School LawA&S 496 Stakeholder RelationshipsA&S 498 Instructional Supervision and

Support

Social and Cultural Foundations Courses(3 courses, 12 quarter hours)SCG 401 Developmental PsychologySCG 408 Education and the Social OrderSCG 410 Educational Research/Design/

Statistics

Physical Education Core Curriculum (4 courses, 16 quarter hours)PE 450 Psychology of Sport Behavior

and Atheletic PerformancePE 451 Current Issues and Trends in

Athletics and Physical EducationPE 452 Exercise Science and Sports

Choose one of the following: PE 453 Advanced Health ConceptsPE 454 Advanced Care of the AthletePE 455 Internships in Physical Education

Electives (1 course, 4 quarter hours)A&S 493 Data-driven Decision-makingA&S 590 Organizational DevelopmentA&S 595 Workshop in Educational

LeadershipA&S 596 Human Resource ManagementPE 453 Advanced Health ConceptsPE 454 Advanced Care of the AthletePE 455 Internship in Physical Education

Culminating ProjectMaster’s Papers A&S 599 Thesis Seminar (MA only) orA&S 608 Capstone Experience in

Educational Leadership (an elective will not be required if student chooses a capstone)

A maximum of two courses can be transferred into DePaul from another institution. These two courses must be approved by the director of graduate students and/or a faculty member from the educational leadership program.

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ADMISSION REQUIREMENTSTo be eligible for the educational leadership program, students must hold a bachelor’s degree from an accredited college or university.



professors or employers• A personal statement (see below)• Evidence of adequate background for

the program• Résumé


The educational leadership physical education concentration master’s degree program offers rolling admissions, but regular deadlines are set to assure students full consideration for admission and financial aid. The program will continue to accept and process applications after the regular deadline if space is available.





EDUCATIONAL LEADERSHIP HIGHER EDUCATION CONCENTRATION

PURPOSEThe main purpose of the educational leadership higher education master’s degree program is to prepare graduates for administrative and supervisory positions in schools, college or university settings, businesses and a variety of human service agencies. Students interested in educational leadership who are not certified teachers can pursue this degree and share in the ideals of social justice to be transformative leaders.

PROGRAM DESCRIPTIONThe educational leadership higher education master’s degree program is designed to prepare graduates to assume challenging administrative, policy and management positions in a variety of settings, including enrollment, student affairs, career services and student life, among other positions in colleges and universities across the nation and in international markets. The program is:• Discipline-based: concepts, research

findings and models of inquiry in social sciences


• Problem-based: contemporary issues and problems likely to confront administrators and supervisors

• Career-based: examination of administrative and supervisory functions and objectives within a variety of settings and for different purposes



• Students may take a combination of both online and in-person courses, or may choose to complete this program fully online.


Educational Leadership Core Curriculum (6 courses, 24 quarter hours)A&S 491 Effective Leadership of SchoolsA&S 493 Data-driven Decision-makingA&S 495 School LawA&S 496 Stakeholder Relationships

Choose one of the following:MPS 515 Nonprofit Financial ManagementA&S 594 School Finance

Choose one of the following:A&S 498 Instructional Supervision and

SupportA&S 596 Human Resources Management

Social and Cultural Foundations Courses (2 courses, 8 quarter hours)SCG 410 Introduction to Research

Choose one of the following:SCG 401 Development PsychologySCG 406 Human Development and

Learning: Secondary

Curriculum Studies Courses(1 course, 4 quarter hours)

Choose one of the following:CS 485 Curriculum/Program EvaluationCS 488 Curriculum DesignCS 492 Creating and Sustaining


Electives (2 courses, 8 quarter hours)A&S 590 Organizational Development A&S 595 Workshop in Educational

LeadershipCSL 490 Foundations of Student AffairsCSL 491 Contextual Dimensions of

College Student DevelopmentCSL 492 Program Development in

Student AffairsA&S 597 Politics of Education

Independent Fieldwork(1 course, 4 quarter hours)A&S 594 Internship

Research Course (1 required, 4 quarter hours)A&S 599 Thesis Research (MA only) orA&S 608 Capstone Experience

ADMISSION REQUIREMENTS To be eligible for the educational leadership higher education master’s degree program, students must hold a bachelor’s degree conferred by an accredited, recognized institution.



professors or employers• Personal statement indicating professional

development goals and related experiences (750 words)

• Résumé showing adequate background for the program

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The educational leadership higher education master’s degree program offers rolling admissions, but regular deadlines are set to assure students full consideration for admission and financial aid. The program will continue to accept and process applications after the regular deadline if space is available.





MIDDLE SCHOOL MATHEMATICS EDUCATION MASTER’S DEGREE PROGRAM

PURPOSEThe Master of Science in middle school mathematics education (MSME) program strengthens teachers’ knowledge, understanding, skills and judgment in order to increase student access to high-quality mathematics instruction. The program has been designed to provide teachers with the deep knowledge and tools necessary to implement the Common Core State Standards in Mathematics (CCSS-M) in their teaching. The Department of Mathematical Sciences in the College of Science and Health and the College of Education offer the program jointly.

This program was designed in collaboration with practicing K-8 teachers, mathematicians and mathematics educators, and, therefore, addresses fundamental questions in both math content and pedagogy. The courses are taught by faculty with extensive experience in teacher preparation as well the implementation of the CCSS-M. The goal of the program is that students taught by the program’s graduates will be successful learners of mathematics, will value mathematics as a subject, and will achieve the learning goals of the CCSS-M. The program includes the courses required for the Chicago Public Schools Algebra Initiative Program.

PROGRAM DESCRIPTIONThe program is usually run as a cohort program with groups of teachers taking the same courses together in the same order. Our 12-course (48 quarter-hour) program is designed for teachers licensed in grades K-8. All courses are four credit hours. However, it is also possible to take clusters of courses that explicitly support strands in the CCSS-M including:• Number and Operations (Base Ten and

Fractions)• Operations and Algebraic Thinking• Ratios and Proportional Relationships• Expressions and Equations and Functions

The program will allow participants to meet the requirements for an endorsement in middle school mathematics.

PROGRAM Requirements(12 courses, 48 quarter hours)MAT 600 Experimentation, Conjecture

and Reasoning with Numbers for Middle School Teachers

MAT 401 Foundations of Mathematical Thinking and Learning in the Middle School

MAT 605 Geometry for Middle School Teachers

MMT 410 The Development of Middle School Learners

MAT 622 Algebra for Middle School Teachers I

MAT 623 Algebra for Middle School Teachers II

MAT 624 Functions and Modeling for Middle School Teachers

MMT 430 Applied Project in Mathematics Education

MMT 420 Teaching, Learning and Assessing for Middle School Teachers

MAT 649 Data Analysis and Probability for Middle School Teachers

MAT 643 Ideas of Calculus in the Middle School Curriculum

MAT 632 History and Culture of Mathematics for Middle School Teachers

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ADMISSION REQUIREMENTSTo be eligible for the MSME program, students should hold a bachelor’s degree from an accredited college or university and have a previous grade point average of 2.75 or higher (on a 4.0 scale). In addition, students should hold an Illinois teaching license and be working in an educational setting. Applicants will be expected to show evidence of academic ability, an ability to work with others, a strong work ethic and a commitment to the program goals.


and/or universities attended• Copy of valid Illinois teaching license• Two letters of recommendation: one

from a colleague and one from a school or district administrator

• Statement of purpose that describes yourself as a mathematics learner and your long-term career goals. Address a time when you felt you were most and least effective as a mathematics teacher and what happened to students in both scenarios.

• Completion of College of Education Supplemental Application Form found at the MSME program website (education.depaul.edu)

• Résumé showing evidence of adequate background for the program

APPLICATION DEADLINESStart Term Application DeadlineFall . . . . . . . . . . . . . . . . . August 15

FACULTY CONTACTSNell Cobb, [email protected]

Ayşe Şahin, PhD [email protected]





READING SPECIALIST MASTER’S DEGREE PROGRAM

PURPOSEThe reading specialist program is an Illinois State Board of Education (ISBE) approved program leading the reading specialist K-12 endorsement. The purpose of this program is to prepare individuals who hold an Illinois professional educator license to become reading specialists. The program is unique in that it combines developmental and remedial reading content with course work in understanding individuals who exhibit learning challenges and those with identified disabilities. It provides candidates with a well-rounded and in-depth understanding of issues related to teaching literacy to a wide variety of students, with a particular focus on students in urban environments. The program also prepares candidates to assume leadership roles within schools, including the coordination of Response to Intervention (RtI) models, instructional coaching and professional development.

PROGRAM DESCRIPTIONThe reading specialist program combines best practices in reading instruction and intervention with an understanding of struggling literacy learners, including those with disabilities. Candidates will be exposed to theory and practice in literacy instruction for a wide variety of “typical” learners and those who experience difficulties. All course work is centered on linking theory to practice and provides candidates with an understanding of literacy development, connections to the Common Core State Standards, the use of data to inform instruction, and research-based instruction methods. Courses also provide candidates with the skills necessary to become leaders in establishing and maintaining a Response to Intervention (RtI) model of assessment and instruction, selecting and evaluating curricular interventions, and providing professional developments to other educators, including classroom-based mentoring and coaching.

Upon successful completion of the reading specialist program, and providing evidence of having passed the required tests and completed the required teaching experience, graduates of the program are eligible to receive the reading specialist K-12 endorsement.

READING SPECIALIST K-12 ENDORSEMENT REQUIREMENTS AS REQUIRED BY THE ILLINOIS STATE BOARD OF EDUCATION*

Candidates shall:• Complete an ISBE-approved reading

specialist program• Hold a master’s degree or higher awarded

by a regionally accredited institution of higher education

• Hold an Illinois professional educator license and have at least two years of teaching experience on that license in an Illinois school

• Be eligible to receive this endorsement or the professional educator license when he or she presents evidence of having completed the required teaching experience

• Pass the Test of Academic Proficiency, reading specialist content-area test, and the APT K-12 test.

*ISBE rules and requirements are subject to change per the discretion of ISBE.

PROGRAM OPTIONSMaster of Education 13 courses (52 quarter hours), requires capstone project

Master of Arts 14 courses (56 quarter hours), requires master’s thesis

PROGRAM REQUIREMENTSReading Specialist Core Courses(5 courses, 20 quarter hours)LSI 430 Introduction to Reading

Assessment LSI 431 Foundations of Literacy:

Assessment and Instruction ILSI 432 Developing Literacy:

Assessment and Instruction IILSI 433 Assessment and Diagnostic

Teaching of Reading LSI 438 Literature-based and Content

Area Reading Instruction

Leadership Courses (2 courses, 8 quarter hours)LSI 435 Literacy Programs: Curriculum

and Collaboration LSI 437 Leadership and Professional

Development in Literacy

Practicum Courses (3 courses, 12 quarter hours)LSI 542 Practicum in Literacy

AssessmentLSI 543 Practicum in Literacy Instruction

and AssessmentLSI 544 Practicum in Literacy Instruction,

Assessment and Collaboration

The practicum courses provide an opportunity to apply knowledge from course work to teaching struggling learners and those with disabilities. In these courses, students provide assessment and remedial services to children and adolescents from the Chicago area under the supervision of program faculty. These courses are offered in an on-campus facility.

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Foundations of Education Courses(3 courses, 12 quarter hours)RequiredSCG 410 Introduction to Research:


Select OneSCG 401 Advanced Developmental

PsychologySCG 402 Psychology of Learning SCG 403 Human Development and

Learning: Elementary SCG 406 Human Development and

Learning: Secondary SCG 439 Philosophy and Psychology of

Middle Level Education Select OneSCG 408 Education and Society SCG 409 Reflective Seminar: Philosophy

of Education SCG 411 Reflective Seminar: Sociology of

Education

Master of Education OptionLSI 608 Capstone in Specialized

Instruction

Master of Arts Option(1 course, 4 quarter hours)LSI 549 Thesis Research in Specialized

Instruction

Endorsement in Special Education OptionCandidates may also have the option of pursuing an endorsement in special education while enrolled in or immediately following the reading specialist program. Interested candidates can discuss this option with a faculty advisor.

ADMISSION REQUIREMENTSTo be eligible for the reading specialist program, candidates must:• Hold a bachelor’s degree from an

accredited college or university, and• Hold an Illinois professional educator

license.*


and/or universities attended• Two letters of recommendation• Résumé showing adequate background for

the program


*Candidates may be conditionally admitted with a valid teaching license from another state, pending their Illinois provisional licensure by the beginning of the second quarter within the program. However, in order to be eligible to receive the reading specialist K-12 endorsement, candidates must have at least two years of teaching experience on an Illinois professional educator license in an Illinois school.

Note: While teaching experiences prior to program entry is preferred, candidates may enter the program without prior experience. However, in order to be eligible to receive the reading specialist K-12 endorsement, candidates must have at least two years of teaching experience on an Illinois professional educator license in an Illinois school.

APPLICATION DEADLINEYou may begin the reading specialist program in the summer, fall or winter quarters, and an advisor will work with you to develop a plan for completing your course work. For consideration for a summer quarter start date, all materials must be submitted by May 15. For a fall start date, all materials must be submitted by August 15. For a winter start date, all materials must be submitted by December 15. Applications received after these deadlines will be considered on a space-available basis.





READING TEACHER ENDORSEMENT

PURPOSEThe reading teacher endorsement is an Illinois State Board of Education (ISBE) approved program leading to the reading teacher endorsement. Designed to enhance educators’ knowledge of reading theory, research and practice, this program provides candidates with a well-rounded and in-depth understanding of issues related to teaching literacy to students with a wide variety of strengths and needs, with a particular focus on students in urban environments. The reading teacher endorsement is available to licensed early childhood, elementary and secondary teachers as well as special educators.

The reading teacher endorsement is limited to the range of the program the candidate completed to receive his/her Illinois professional educator license. For example, if a candidate completed an elementary education K-9 program to receive the Illinois Professional Educator License, then the reading teacher endorsement will be applicable to the K-9 range.

PROGRAM DESCRIPTIONThis program combines best practices in reading instruction and intervention with an understanding of struggling literacy learners. Candidates will be exposed to theory and practice in literacy instruction for a wide variety of typical learners and those who experience difficulties. All course work is centered on linking theory to practice and provides candidates with an understanding of literacy development, connections to the Common Core State Standards, the use of data to inform instruction, and research-based instructional methods. Courses also provide candidates with the skills necessary to become leaders in establishing and maintaining a Response to Intervention (RtI) model of assessment and instruction and selecting and evaluating curricular interventions.

PROGRAM OPTIONSStudents have two options to pursue the reading teacher endorsement:

Option One:Request a reading teacher endorsement evaluation from ISBE and receive a deficiency statement in which course work will be evaluated by the state relative to the following areas of reading instruction:• Foundations in reading• Content-area reading• Assessment and diagnosis of reading

problems• Developmental and remedial reading

instruction and support• Development and remedial materials and

resources• Literature appropriate to students across

all grade ranges • Reading practicum

Upon receipt of a deficiency statement from ISBE, candidates will work with a faculty advisor to determine the remaining course work required to complete the endorsement.

Option TwoComplete a nine-course sequence. Candidates who successfully complete the nine-course sequence for a reading teacher endorsement program may have the option of continuing their course work to pursue the reading specialist K-12 endorsement, provided they meet the prerequisites for program admission. See the reading specialist master’s degree program for further information.

Upon successful completion of the required course work, and presenting evidence of having passed the reading teacher or reading specialist content area test, candidates are eligible to receive the reading teacher endorsement.

Reading Teacher Endorsement Requirements as Required by the Illinois State Board of Education*This endorsement shall not be issued alone as an individual’s first teaching credential. An individual who holds an Illinois professional educator license and who receives an endorsement for some teaching field other than reading shall be eligible to receive this additional endorsement on that license when he or she presents evidence of:

1. Completion of 24 semester hours (36 quarter hours) of graduate or undergraduate course work in reading (as posted on the individual’s official transcript), including a practicum, at one or more regionally accredited institutions of higher education, provided that all the following areas are addressed:

• Foundations of reading • Content-area reading • Assessment and diagnosis of reading

problems • Developmental and remedial reading

instruction and support • Developmental and remedial materials

and resources • Literature appropriate to students

across all grade ranges

2. Passing the reading teacher or reading specialist content-area test

*ISBE rules and requirements are subject to change per the discretion of ISBE.

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PROGRAM REQUIREMENTSCore Courses (6 courses, 24 quarter hours)LSI 430 Introduction to Reading

AssessmentLSI 431 Foundations of Literacy:

Assessment and Instruction I LSI 432 Developing Literacy: Assessment

and Instruction II LSI 433 Assessment and Diagnostic

Teaching of Reading LSI 435 Reading Programs:

Curriculum and Collaboration LSI 438 Literature-based and

Content Area Literacy Instruction

Practicum Courses(3 courses, 12 quarter hours)The practicum courses provide an opportunity to apply knowledge from course work to teaching struggling learners and those individuals with disabilities. In these courses, students provide assessment and remedial services to children and adolescents from the Chicago area under the supervision of program faculty. These courses are offered in an on-campus facility.

LSI 542 Practicum in Literacy Assessment LSI 543 Practicum in Literacy Instruction

and Assessment LSI 544 Practicum in Literacy Instruction,

Assessment and Collaboration

ADMISSION REQUIREMENTS To be eligible for this endorsement, the candidate must have a bachelor’s degree from an accredited institution and hold a valid Illinois professional educator license.

To apply, please submit the following items to The Office of Graduate Admission:• A completed application• Application fee ($40)• A copy of a valid Illinois professional

educator license• One official transcript from all colleges

and/or universities attended• Résumé showing evidence of adequate

background for the program

*Illinois professional educator license is required for programs leading to endorsement.

APPLICATION DEADLINESAdmission occurs on a rolling basis, with possible endorsement program start dates at the beginning of the fall, winter and spring quarters.





SOCIAL AND CULTURAL FOUNDATIONS IN EDUCATION (SCFE) MASTER’S DEGREE PROGRAM

PURPOSEThis interdisciplinary academic program is designed for teachers, administrators and individuals with bachelor’s degrees who have broad interests in educational issues and who may not be professional educators.

PROGRAM DESCRIPTIONIn this program, students are given the opportunity to study education broadly as a dynamic cultural and political force that unfolds in a wide range of shifting and overlapping sites of learning. Students will consider education as a process that shapes social identities, social life, and learned values and beliefs, all of which are central to how people make cognitive and emotional investments and act in the world.

Faculty members bring expertise from a variety of disciplines and fields within educational policy studies, including sociology, anthropology, philosophy and history of education; psychology of education/human development; and cultural, feminist and urban studies.

DEPARTMENT DESCRIPTIONThe program is housed within the Department of Educational Policy Studies and Research (EPSR). EPSR examines the dynamic interplay of individual, societal and sociocultural processes as they unfold in multiple educational contexts. The department includes the foundational disciplines of history, philosophy, anthropology, psychology, sociology and human development as they are related to the study of education. Accordingly, its courses examine the role of education in the quest for social justice.

Graduates of the SCFE program go on to work in areas such as service organizations, private foundations and institutes, and adult education and training. The SCFE program also prepares students for doctoral work in educational policy studies or a university teaching and research career. Disciplinary and research course work within EPSR is available for all College of Education students.

PROGRAM OPTIONSMaster of Arts (MA) To complete the Master of Arts in social and cultural foundations in education, students can either choose a thesis (52 quarter hours) or capstone option (56 quarter hours). Students have five courses of electives (20 quarter hours) that are to be completed outside the social and cultural foundations in education program. Of the electives, two courses (8 quarter hours) are to be completed in the College of Education, but outside the SCFE program. The remaining three courses of electives (12 quarter hours) are to be completed outside the College of Education, where students can choose from a variety of disciplines to focus their studies.

Master of Education (MEd) Students choosing the MEd option are required to take a total of 15 courses (56 quarter hours). The Master of Education option requires completion of all of the aforementioned elements. However, instead of completing a thesis course, students choosing the MEd option will be required to complete a capstone paper, corresponding capstone course (0 quarter hours) and two additional elective courses (8 quarter hours). The topic of the capstone paper will be designed by the student in consultation with a faculty advisor. The additional electives must not include any courses that count toward teacher certification.

Master of Arts or Education with State Licensure Students seeking the master’s degree in social and cultural foundations in education have the option to also pursue Illinois initial or subsequent teaching licensure. The program requires 20-25 courses depending on certification selection and student teaching. Students will consult with their academic advisor to determine additional course work needed for licensure. PROGRAM REQUIREMENTSCurriculum for all SCFE students includes a combination of theoretical and research courses as well as the opportunity to take electives outside the SCFE program and the College of Education. Students will receive their degree upon completion of the program requirements.

Theoretical Courses (5 courses, 20 quarter hours)SCG 603 Culture and EducationSCG 604 Identity: Constructions and

Negotiations SCG 608 Ideology, Power and PoliticsSCG 611 Philosophical Studies in

EducationSCG 527 Global Perspectives in Education

Research Inquiry Courses (2 courses, 8 quarter hours) SCG 610 Introduction to ResearchSCG 635 Advanced Qualitative Research

Methodologies

Electives (5-7 courses, 20-28 quarter hours) Students are able to take electives through a combination of College of Education and non-College of Education courses. Five electives are required for the MA option, and seven electives are required for the MEd option.

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MA Option (4 quarter hours)SCG 636 Thesis Research orMEd Option (8 quarter hours)SCG 637 Social & Cultural Foundations

in Education (0 quarter hours)Two additional electives

ADMISSION REQUIREMENTSTo be eligible for the SCFE program, students must hold a bachelor’s degree from an accredited college or university.

To apply, please submit the following items to The Office of Graduate Admission:• A completed application • One official transcript from each college

and/or university attended• Three letters of recommendation (at least

two academic letters with the third being academic or other)

• A written, personal statement indicating reasons for wanting to enter the program and what you have done since receiving a bachelor’s degree

• A writing sample (e.g., term paper, seminar paper or senior thesis or a portion thereof)


APPLICATION DEADLINEStart Early Regular Term Deadline DeadlineFall . . . . . . . . . . January 30 . . . . . August 1Winter . . . . . . . . . . . . . . . . . . . . . . November 15

Students who are seeking to apply for a graduate assistantship are encouraged to apply by January 30 for the priority deadline.

FACULTY AND STAFF CONTACTSEnora Brown, PhD (773) [email protected]

An Chih Cheng, PhD(773) [email protected]

Ronald Chennault, PhD(773) [email protected]

Horace R. Hall, PhD(773) [email protected]

Stephen Haymes, PhD(773) [email protected]

Karen Monkman, PhD(773) [email protected]

Nicole NudoDepartment Assistant(773) [email protected]

Amira Proweller, PhD(773) [email protected]

Kenneth Saltman, PhD(773) [email protected]

John Taccarino, PhD(773) [email protected]





SPECIAL EDUCATION (LBS1): MASTER’S DEGREE PROGRAM AND LICENSE — SPECIAL EDUCATION CONCENTRATION IN LITERACY AND SPECIALIZED INSTRUCTION PROGRAM

PURPOSEThe purpose of the program is to prepare currently licensed teachers to become special education teachers. It provides candidates with a well-rounded and in-depth understanding of issues and strategies for teaching students, kindergarten through age 21, with a wide variety of disabilities in an urban environment in both elementary and secondary settings.

PROGRAM OVERVIEWThe program is designed especially for practicing teachers. Applicants will be licensed teachers who are seeking an additional educator license and a master’s degree. Upon successful completion of the program and passing the required state tests, graduates are eligible to receive Illinois State Board of Education (ISBE) credentials in special education (Type 10, Learning Behavior Specialist 1 - LBS1).

Because special education teachers are expected to teach varied subject matter from grades K-12 and help students meet Illinois learning standards in all subjects, applicants must have a solid foundation in the general education areas of literature, mathematics, science and social science. Based on a pre-admission review of college transcripts, those who lack foundational content knowledge in one or more subject areas will be required to take additional college-level course work in the relevant area(s) while completing the special education program. These courses are in addition to the required special education courses.

Candidates take courses in the foundations of education and research. Introductory special education courses provide information on characteristics and needs of exceptional children, legal and ethical issues, and collaborative practices. A course in methods of assessment introduces candidates to formal and informal evaluation techniques as well as the context and legal requirements of special education testing. Five courses provide candidates with in-depth knowledge of planning and instructional strategies for exceptional students with high- and low-incidence disabilities. These courses place an emphasis on helping students with disabilities succeed in the general education classroom. A seminar examines current research on best practices in special education. Finally, two separate practicum experiences provide intensive, supervised field work. One practicum focuses on students with high-incidence disabilities, and the other focuses on students with low-incidence disabilities. Acknowledging the responsibilities of practicing educators, these full-time, six-week practica are offered in the summer to best facilitate program completion.

PROGRAM REQUIREMENTSStudents pursuing the Master of Education (MEd) degree complete a minimum of 11 courses and two summer field-based practica (52 quarter hours). The Master of Arts (MA) option requires a minimum of 11 courses, two summer practica and a master’s thesis (56 quarter hours).

Prerequisites Applicants must hold a valid Illinois teaching license. Applicants who hold out-of-state credentials could be admitted conditionally upon transferring their credentials into Illinois.

Educational Foundations (3 courses, 12 quarter hours) Select OneSCG 401 Advanced Developmental

PsychologySCG 402 Psychology of LearningSCG 403 Human Development and

Learning: ElementarySCG 406 Human Development and

Learning: SecondarySCG 439 Philosophy and Psychology of

Middle Level Education

Select OneSCG 408 Education and the Social OrderSCG 409 Philosophy of EducationSCG 411 Sociology of Education

RequiredSCG 410 Introduction to Research:

Purpose Issues and Methodologies

Special Education Content (8 courses, 32 quarter hours) LSI 440 Survey of Exceptional Learners:

Psychology and Education LSI 443 Psychological Tests and

Methods in Diagnosis LSI 458 Teaching Students with High

Incidence Disabilities I LSI 467 Teaching Students with High

Incidence Disabilities II LSI 468 Teaching Students with Low

Incidence Disabilities I LSI 469 Teaching Students with Low

Incidence Disabilities II LSI 462 Instructional Strategies

I: Accessing the General Curriculum

LSI 457 Seminar and Research in Special Education

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Practica (2 courses, 8 quarter hours)LSI 552 Practicum Experience with

High Incidence DisabilitiesLSI 553 Practicum Experience with

Low Incidence Disabilities

Master of Arts Option (1 course, 4 quarter hours) (MA degree only)LSI 549 Thesis Research in Specialized

Instruction (requires master’s thesis and oral defense)

COURSE OFFERINGS• Courses are offered in the evenings

from 5:30-8:45 p.m. or 6:00-9:15 p.m. and typically meet one time per week, or they may be delivered in hybrid or online formats.

• Educational Foundations courses are generally offered each quarter and in the summer.

• Special Education Content courses are typically offered in the following quarters. Please note that the following sequence is an example of course availability and is subject to change:

Fall . . . . . . . . . . . . . . . LSI 440, 443, 462 Winter . . . . . . . . . . . LSI 458, 468 Spring . . . . . . . . . . . . LSI 467, 469, 457 Summer . . . . . . . . . . LSI 552, 553

Please note that not all courses are offered during a given year.

Practica involve full-time experience in various sites for six weeks. Candidates will be placed in sites selected by the program.

ADMISSION REQUIREMENTSTo be eligible for the special education program, students must hold a bachelor’s degree from an accredited college or university and a valid Illinois teaching license.

To apply, please submit or document the following materials to The Office of Graduate Admission:• A completed application• Application fee ($40)• One official transcript from all colleges

and/or universities attended• Copy of a valid Illinois teaching license*• Two letters of recommendation

(at least one from a school administrator or supervisor)

• A personal statement (see below)• Résumé or curriculum vitae showing

evidence of adequate background for the program.

*Applicants who hold teaching credentials/licensure in a state other than Illinois and plan to work in Illinois as an educator should transfer their credentials to Illinois upon admission to the program. For more information regarding the out-of-state certificate/license application process, please visit the Illinois State Board of Education (ISBE) website at http://www.isbe.state.il.us/licensure/html/out of state.htm.

Applicants who hold teaching credentials/licensure from a state other than Illinois and do not plan to work in Illinois as an educator should check the state requirements of your state for the special education endorsement.


PERSONAL STATEMENTWrite a personal statement that discusses your future goals and your thoughts about your career as a special educator. As part of your statement please consider the following: the possible tasks/roles of a special education teacher are multiple and include inclusion specialist, team teacher with general educators, specialized instruction for exceptional students, advocate for exceptional students, response to intervention (RTI) coordinator, case manager or provider of staff development. From your perspective, rank order the tasks/roles and discuss your rationale for the top-ranked roles.

APPLICATION DEADLINEThe program begins in the fall quarter, although applications for admission for the winter quarter also will be accepted if space is available. Deadline for the fall quarter is July 15; deadline for the winter quarter is November 1.





SPECIAL EDUCATION ENDORSEMENT ONLINE PROGRAM

PURPOSEThe purpose of this program is to prepare currently licensed teachers to become special educators. It provides candidates with a well-rounded and in-depth understanding of issues and strategies for teaching students, kindergarten through age 21, with a wide variety of disabilities in an urban environment in both elementary and secondary settings. Our unique special education program offers the courses online to meet the demands of busy educators.

PROGRAM DESCRIPTIONThe program addresses the essential knowledge, skills and dispositions to prepare licensed general educators to work with special needs students primarily in the general education classroom. Many teachers earn the LBS1 endorsement in order to expand their teaching skills and elect to remain in the general education classroom, working collaboratively with colleagues to teach all students effectively, including students with disabilities. Others elect to work as special educators, collaborating with teachers and other professionals to enhance the access of general education curriculum to special needs students as well as maximize each student’s learning potential.

Online LearningDePaul’s innovative technology allows students to earn a nationally recognized, top-quality, rigorous endorsement program without even stepping foot into the classroom. Students participate and learn in virtual classrooms so they may develop into successful educational leaders from the convenience of their offices or homes. Plus, our online degrees are backed by the resources of a well-established urban university. From our online system of libraries to our career services center and network of more than 150,000 alumni worldwide, you’ll have the connections you need.

PROGRAM REQUIREMENTSStudents are required to take six courses to complete the special education endorsement online program.

Prerequisites Applicants must hold a valid Illinois teaching license. Applicants who hold out-of-state credentials could be admitted conditionally upon transferring their credentials into Illinois.

Literacy & Specialized Instruction(24 quarter hours, 6 courses)LSI 440 Survey of Exceptional Leaners:

Psychology and EducationLSI 443 Psychological Tests and

Methods In DiagnosisLSI 458 Teaching Students with High

Incidence Disabilities ILSI 467 Teaching Students with High

Incidence Disabilities IILSI 468 Teaching Students with Low

Incidence Disabilities ILSI 469 Teaching Students with Low

Incidence Disabilities II

Field ExperienceEach course requires 10 hours of field experience that can be completed in the candidate’s own school or classroom. These practical field assignments are designed so students may apply what they are learning online and make connections between theory and practice. Field experience also provides an opportunity for immediate practice of the assessment and instructional skills being taught. Candidates who are not currently employed in a school will need to arrange to have access to a classroom in which they can work with the teacher to practice newly learned skills.

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ADMISSION REQUIREMENTSTo be eligible for the special education endorsement online program, students must hold a bachelor’s degree from an accredited college or university and have a previous grade point average of 2.75 or higher (on a 4.0 scale). In addition, students must also possess a valid teaching license.

To apply, please submit the following items to The Office of Graduate Admission:• A completed application• Application fee ($40)• One official transcript from all colleges and

universities attended• A copy of valid Illinois teaching license*• Two letters of recommendation from




*Applicants who hold teaching credentials/licensure in a state other than Illinois and plan to work in Illinois as an educator should transfer their credentials to Illinois upon admission to the program. For more information regarding the out-of-state certificate/license application process, please visit the Illinois State Board of Education (ISBE) website at http://www.isbe.state.il.us/licensure/html/out of state.htm.

Applicants who hold teaching credentials/licensure from a state other than Illinois and do not plan to work in Illinois as an educator should check the state requirements of your state for the special education endorsement.


TECHNICAL REQUIREMENTSIn order to have access to DePaul’s online programs, students must have the following system requirements: • Pentium D processor Dual Core running

Windows XP• Windows Vista or Windows 7• 1-2 gigabyte RAM• 60-120 gigabytes hard drive• 56K baud dial-up modem or high speed

connection (DSL or a cable modem)• CD-ROM Drive• Sound card and speakers• Headset with a microphone (some PC

users have difficulty using USB headsets)• Monitor with 1024 x 728 pixel resolution

or better (32 bit true color)• Access to a printer• Web browser (Mozilla Firefox strongly

recommended)• Word processor (Microsoft Word strongly

recommended)• Anti-virus software for protection when

sending and receiving files

APPLICATION DEADLINEStart Term Application DeadlineFall Only . . . . . . . . . . . . July 15





PURPOSEThe primary purpose of the principal preparation licensure only program is to prepare cutting-edge leaders for the 21st century. This program prepares transformational, instructional leaders who will take on the challenges of the principalship/assistant principalship in both public and private schools.

PROGRAM DESCRIPTIONThe principal preparation licensure only program leads to the professional educator license with principal endorsement (K-12) in the state of Illinois. The curriculum of the principal preparation program is based upon the core principles supported by DePaul University’s College of Education, the Interstate School Leaders Licensure Consortium (ISLLC) Standards, and the regulations outlined in 23 Illinois Administrative Code, Subtitle A Subchapter b, Section 30.50, which provides the framework for the requirements of the principal certification program.

The program is: • Discipline-based: concepts, research

findings and models of inquiry in social sciences.

• Theory-based: relevant theories of organization, leadership and curriculum.

• Problem-based: contemporary issues and problems that will confront administrators and supervisors.

• Experience-based: courses integrate field experiences and academic study. Students test their skills in a two-quarter internship experience in preK-12 schools.

PROGRAM OPTIONSThis program offers the flexibility of taking courses on campus and online. No more than 49 percent of courses can be taken in an online format, and some courses are only offered in campus.

PROGRAM REQUIREMENTS(44 quarter hours)

Educational Leadership Courses(8 courses, 32 quarter hours)A&S 491 Effective Leadership of SchoolsA&S 492 The PrincipalshipA&S 493 Data-driven Decision-makingA&S 494 School Finance A&S 495 School LawA&S 496 Stakeholder RelationshipsA&S 498 Instructional Supervision

and SupportA&S 608 Capstone in Educational

Leadership

Internship Courses(2 courses, 4 quarter hours)A&S 602 Principal Licensure Internship I

(2 credit hours)A&S 603 Principal Licensure Internship II

(2 credit hours) Curriculum Studies Courses(2 courses, 8 quarter hours)CS 492 Creating and Sustaining


CS 493 Curriculum Development and Assessment in K-12 Schools

ADMISSION REQUIREMENTS To be eligible for the principal preparation licensure program, students must hold a master’s degree from an accredited college or university. Students must also possess at least two years of full-time successful teaching experience, hold a valid Illinois teaching license, and possess proof of passing the basic skills or test of academic proficiency. Upon completion of the program and applying for licensure, students are required to have four years of successful teaching experience.

To apply, please submit the following items to The Office of Graduate Admission:• A completed application• Application fee ($40)• A copy of valid Illinois teaching license • Proof of passing Basic Skills Test or

TAP Exam• One official transcript from all colleges

and/or universities attended• One letter from district office

recommending entrance into the principal preparation program

• Four letters of recommendation (two from supervisors and two from colleagues)


• Statement of purpose indicating why you want to be a principal

• Upon initial review the process will include a required interview. Candidates will be expected to complete an on-site writing sample during the interview and submit a teaching portfolio.

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EDUCATIONAL LEADERSHIP PRINCIPAL PREPARATIONLICENSURE ONLY PROGRAM

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APPLICATION DEADLINESStart Term Application DeadlineFall . . . . . . . . . . . . . . . . . July 1Winter . . . . . . . . . . . . . . December 1Spring . . . . . . . . . . . . . . March 1Summer . . . . . . . . . . . . May 1

The principal preparation licensure only program offers rolling admissions, but regular deadlines are set to assure students full consideration for admission and financial aid. The program will continue to accept and process applications after the regular deadline if space is available.

QUESTIONS?If you have questions and would like to talk with a graduate admission counselor, call (773) 325-4405 or [email protected].




PURPOSEThe primary purpose of the educational leadership principal preparation master’s program with licensure is to prepare cutting-edge leaders for the 21st century. This program prepares transformational, instructional leaders who will take on the challenges of the principalship/assistant principalship in both public and private schools.

PROGRAM DESCRIPTIONThis program leads to a Master of Education (MEd) degree and principal licensure in the state of Illinois. The curriculum is based upon the core principles supported by DePaul University’s College of Education, the Interstate School Leaders Licensure Consortium (ISLLC) Standards, and the regulations outlined in 23 Illinois Administrative Code, Subtitle A Subchapter b, Section 30.50, which provides the framework for the requirements of the principal licensure program.


findings and models of inquiry in social sciences.

• Theory-based: relevant theories of organization, leadership and curriculum.

• Problem-based: contemporary issues and problems that will confront administrators and supervisors.

• Experience-based: courses integrate field experiences and academic study. Students test their skills in a two-quarter internship experience in preK-12 schools.

PROGRAM OPTIONSThis program offers the flexibility of taking courses on campus and online. No more than 49 percent of courses can be taken in an online format, and some courses are only offered on campus.

PROGRAM REQUIREMENTSThis is a 52 quarter hour program, which leads to a Master of Education (MEd).

Educational Leadership Courses(7 courses, 28 quarter hours)A&S 491 Effective Leadership of SchoolsA&S 492 The PrincipalshipA&S 493 Data-driven Decision-makingA&S 494 School Finance A&S 495 School LawA&S 496 Stakeholder RelationshipsA&S 498 Instructional Supervision

and Support Curriculum Studies Courses(2 courses, 8 quarter hours)CS 492 Creating and Sustaining



Social and Cultural Foundation Courses(2 courses, 8 quarter hours)SCG 408 School and SocietySCG 410 Introduction to Research

Internship Courses(2 courses, 4 quarter hours)A&S 602 Principal Licensure Internship I

(2 quarter hours)A&S 603 Principal Licensure Internship II

(2 quarter hours)

Research Course(1 course, 4 quarter hours)A&S 608 Capstone in Educational

Leadership

ADMISSION REQUIREMENTS To be eligible for the educational leadership principal preparation master’s program with licensure, students must hold a minimum of a bachelor’s degree from an accredited college or university. Students must also possess at least two years of full-time successful teaching experience, hold a valid Illinois teaching license, and possess proof of passing the basic skills or test of academic proficiency. Students are required to have four years of successful teaching experience upon completion of the program and application for licensure.

To apply, please submit the following items to The Office of Graduate Admission:• A completed application• Application fee ($40)• A copy of valid teaching license • Proof of passing Basic Skills Test or



recommending entrance into the principal preparation program (district form available online at education.depaul.edu)

• Four letters of recommendation (two from supervisors and two from colleagues)




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EDUCATIONAL LEADERSHIP PRINCIPAL PREPARATION MASTER’S PROGRAM WITH LICENSURE

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APPLICATION DEADLINESStart Term Application DeadlineFall . . . . . . . . . . . . . . . . . July 1Winter . . . . . . . . . . . . . . December 1Spring . . . . . . . . . . . . . . March 1Summer . . . . . . . . . . . . May 1

The educational leadership principal preparation master’s program with licensure offers rolling admissions, but regular deadlines are set to assure students full consideration for admission and financial aid. The program will continue to accept and process applications after the regular deadline if space is available.

QUESTIONS?If you have questions and would like to talk with a graduate admission counselor, call (773) 325-4405 or [email protected].




PURPOSEThe early childhood special education endorsement program is for currently licensed teachers who are working in early childhood settings and want to enhance their teaching skills and become qualified to teach exceptional children. It provides candidates with a well-rounded and in-depth understanding of the issues and strategies for teaching children with a wide variety of disabilities. The program focuses on early childhood levels.

PROGRAM DESCRIPTIONThe program addresses the essential knowledge, skills and dispositions to prepare certified teachers to work with children with disabilities in a variety of settings, including the general education classroom (inclusion), resource room and self-contained preschool and primary grade classes. Many teachers earn the LBS1 endorsement in order to expand their teaching skills and elect to remain in the general education classroom, working with colleagues to be able to teach all students well and meet the unique needs of children with disabilities. Others elect to work as special educators who collaborate with teachers and other professionals to enhance the access of children with special needs to the general education curriculum, and to maximize each child’s learning potential, making adaptations as needed.

PROGRAM REQUIREMENTSTeacher candidates are required to take 10 courses (40 quarter hours) to complete the early childhood special education endorsement program.

Courses for EndorsementT&L 410 Literacy, Literature and the

Young ChildT&L 411 Assessment in Early ChildhoodT&L 421 Children, Family and

Multicultural CommunityT&L 423 Understanding Children’s

BehaviorT&L 427 Young Exceptional ChildT&L 431 Early Language and Literacy

DevelopmentT&L 597 Early Childhood Special

Education PracticumLSI 475 Methods of Teaching Early

Childhood Students with Low-incidence Disabilities

LSI 476 Special Education Curriculum and Strategies for Young Children: High Incidence

LSI 431 Foundations of Literacy: Assessment and Instruction

Field ExperienceEach course requires 15-25 hours of field experience that can be completed in the candidate’s own school or classroom. These practical field assignments are designed so that students can apply what they are learning to make connections between theory and practice and provide opportunities for immediate practice of the assessment and instructional skills being taught. Candidates who are not currently employed in a school will need to arrange to have access to a classroom in which they can work with the teacher to practice newly learned skills.

ADMISSION REQUIREMENTS To be eligible for the early childhood special education (LBS1) endorsement, applicants must have a bachelor’s degree with a previous GPA of 2.75 or better on a 4.0 scale and a valid type 04 teaching license. Applicants must also submit the following items to The Office of Graduate Admission:

• Completed application• Application fee ($40)• One official transcript from all colleges




• Résumé or curriculum vitae showing evidence of adequate background for the program



FOR MORE INFORMATIONCollege of Education The Office of Graduate Admission DePaul University 2400 N. Sheffield Ave.Chicago, IL 60614



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EARLY CHILDHOOD SPECIAL EDUCATION (LBS1) ENDORSEMENT

PROGRAM DESCRIPTIONThe educational doctorate in curriculum studies program encourages educators to reflect on and strengthen their own practice, and to challenge themselves and their colleagues to work effectively for social justice and educational excellence. Students use critical reflection to improve practice, engage in rigorous theoretical inquiry, and identify, address and build coalitions around opportunities and problems in education.

Curriculum decision-making is a theoretically informed, practical and dialogic activity. We encourage educators to seek the most defensible course of action in specific circumstances; this requires a thorough understanding of the sociocultural and political context and the analytical ability to think critically about broader purposes and consequences. We consider educators to be teachers not only in the classroom, but also in a variety of settings where they interact (including in higher education, community organizations, etc.). Educational environments, especially those in urban settings, are complex; creating viable options within them requires a rich knowledge base and the ability to think conceptually. Our program provides educators with a variety of theoretical perspectives to use in analyzing educational phenomena.

Our program takes a broad, critical and philosophical approach to understanding curriculum in all its dimensions. Curriculum decision-making is a theoretically informed practical and dialogic activity. We encourage educators to seek the most defensible course of action in specific circumstances; this requires a thorough understanding of the sociocultural and political context of the circumstances, knowledge of a variety of approaches, and the analytical ability to think critically about broader purposes and consequences. We consider educators to be teachers not only in the classroom, but also in a variety of settings where they interact with students (including in higher education, community organizations, etc.). Our program provides educators with a variety of theoretical perspectives to use in analyzing educational phenomena. Educational environments, especially those in urban settings, are complex; creating viable options within them requires a rich knowledge base and the ability to think conceptually.

DEGREE REQUIREMENTS(76 quarter hours)

Core CoursesSCG 701 Philosophy of Ethics in EducationSCG 711 Culture, Power and EducationSCG 721 Human Development and the

Educational ProcessCS 704 Curriculum Discourses/

Perspectives Over TimeCS 751 Curriculum for Human and

Community DevelopmentA&S 801 Leadership: Theory and Practice

Core Research Courses(20 quarter hours)SCG 775 Seminar: Frameworks of Inquiry

in Educational Research ISCG 785 Seminar: Frameworks of Inquiry

in Educational Research II SCG 735 Quantitative Research Methods ISCG 745 Qualitative Research Methods I

Choose one of the following research courses:SCG 755 Quantitative Research Methods IISCG 765 Qualitative Research Methods II

Concentration Courses (20 quarter hours)CS 754 Curriculum Theorizing: Multiple

LensesCS 761 Assessing School CurriculumCS 764 Youth Development, Ideology,

Culture and SocietyCS 784 Curriculum and Program DesignCS 794 Special Topics in CurriculumOne graduate elective course option

Candidacy Course(Non-credit, non-tuition)CS 706 Candidacy Paper

Dissertation Courses(8 quarter hours)CS 849 Supervised Dissertation

Proposal Development CS 859 Independent Dissertation

Research: Curriculum Studies

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EDUCATIONAL DOCTORATE IN CURRICULUM STUDIES

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ADMISSION REQUIREMENTS To be eligible for the educational doctorate program, students must hold a master’s degree from an accredited institution and have a previous GPA of 3.0 or better on a 4.0 scale. In addition, students should have experience in an educational role, demonstration of leadership or leadership potential.

Candidates for the educational doctorate program must submit the following items to The Office of Graduate Admission: • A completed application• Application fee ($40)• Official transcripts from all undergraduate

and graduate institutions attended• Three letters of recommendation, at least

two of which should be from faculty in the applicant’s master’s program

• A personal statement (approximately three pages) in which the applicant discusses why he or she is interested in further study and articulates an issue or problem of interest or concern

• A writing sample, preferably a course paper from the applicant’s master’s program; alternatively, applicants can write a short academic response to readings provided (upon request) by the doctoral program

• Résumé or curriculum vitae

GRE scores are required although they are not a major influence in admission decisions. We believe that they do not necessarily determine success in doctoral programs, but they help to gain a holistic view of the applicant. The GRE may be waived for candidates with a cumulative graduate GPA of a 3.5 on a 4.0 scale from their master’s degree program.

Successful applicants:• Are willing and able to make the necessary

time commitment to the program• Have a likelihood to be successful in a

challenging doctoral program• Welcome the opportunity to interact with

university faculty, peers and colleagues in a search for effective answers to troubling problems in education

APPLICATION DEADLINESStart Term Application DeadlineFall . . . . . . . . . . . . . . . . . April 15Winter . . . . . . . . . . . . . . September 15Spring . . . . . . . . . . . . . . March 1Summer* . . . . . . . . . . . . May 1

*Most students admitted for the summer term will begin classes the following fall quarter.

The committee will continue to review materials after the posted deadline on a space-available basis.

SELECTIONStudents will be selected from the pool of qualified applicants by the EdD admission committee.





PURPOSEThe primary purpose of the educational leadership principal preparation master’s program with Catholic leadership concentration is to prepare cutting-edge building leaders working in the Catholic schools for the 21st Century. The program prepares transformational, instructional leaders who will take on the challenges of the principalship/assistant principalship in Catholic schools.

PROGRAM DESCRIPTIONThis program leads to principal licensure in the State of Illinois. The educational leadership principal preparation master’s program with Catholic leadership concentration curriculum is based upon the core principles espoused by DePaul’s College of Education, the Interstate School Leaders Licensure Consortium (ISLLC) Standards, and the regulations outlined in 23 Illinois Administrative Code, Subtitle A Subchapter b, Section 30.50, which provides the framework for the revised requirements of the principal license program.




• Problem-based: contemporary issues and problems that will confront administrators and supervisors

• Experience-based: courses integrate field experiences and academic study. Students test their skills in a two-quarter internship experience in preK-12 schools

PROGRAM OPTIONSThis program offers the flexibility of taking courses on campus and online. No more than 49 percent of courses can be taken in an online format, and some courses are only offered in campus.

PROGRAM REQUIREMENTSThis is a 52 quarter hour program, which leads to a Master of Education (MEd).

Educational Leadership Courses(8 courses, 32 quarter hours)A&S 491 Effective Leadership of SchoolsA&S 493 Data-driven Decision-makingA&S 494 School Finance A&S 495 School LawA&S 496 Stakeholder RelationshipsA&S 498 Instructional Supervision and

SupportA&S 570 Historical, Philosophical and

Theological Foundations of Catholic School Leadership

A&S 571 Spiritual and Administrative Leadership in Catholic Schools

Curriculum Studies Courses(2 courses, 8 quarter hours)CS 492 Creating and Sustaining



Social and Cultural Foundations Course(1 course, 4 quarter hours)SCG 410 Introduction to Research:


Internship(2 courses, 2 quarter hours each)A&S 602 Principal Licensure Internship I A&S 603 Principal Licensure Internship II

Research Course(1 course, 4 quarter hours)A&S 608 Capstone in Educational

Leadership

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EDUCATIONAL LEADERSHIP PRINCIPAL PREPARATION MASTER’S PROGRAM WITH CATHOLIC LEADERSHIP CONCENTRATION

(over)

ADMISSION REQUIREMENTSTo be eligible for the educational leadership principal preparation master’s program with Catholic concentration, students must have a bachelor’s degree from an accredited college or university, as well as two years of full-time successful teaching experience. Students must hold a valid standard teaching license and proof of passing the basic skills or test of academic proficiency. Upon completion of the program and applying for licensure, students are required to have four years of successful teaching experience.

To apply, please submit the following items to The Office of Graduate Admission:• Completed application• Application fee ($40)• Copy of a valid teaching license • Proof of passing Basic Skills Test or



recommending entrance into the principal preparation program

• Four letters of recommendation (2 from supervisors and 2 from colleagues)




APPLICATION DEADLINESStart Term Application DeadlineFall . . . . . . . . . . . . . . . . . May 1Winter . . . . . . . . . . . . . . November 1Spring . . . . . . . . . . . . . . February 1Summer . . . . . . . . . . . . May 1

The educational leadership principal preparation master’s program with Catholic leadership concentration offers rolling admissions, but regular deadlines are set to assure students full consideration for admission and financial aid. The program will continue to accept and process applications after the regular deadline if space is available.





TEACHING AND LEARNING MASTER’S DEGREE PROGRAM: ELEMENTARY EDUCATION

PURPOSEThe teaching and learning program at DePaul University is a unique career change program designed to enable college graduates with a bachelor’s degree in a field other than education to become teaching professionals.

The elementary education program (K-9) enables qualified students to obtain an Illinois Professional Educator license with an elementary self-contained K-9 endorsement. Classes, with the exception of in-field obligations, are held in the evening so program participants may continue to work and attend school at the same time.

PROGRAM DESCRIPTIONThe program includes an intense field-based component. Field experiences occur in area schools and are central to shaping students’ understandings of:• Teaching as a critical reflective practice.• Learners & learning in social contexts. • Curriculum subject matter.

Content AreaStudents in the elementary program arerequired to complete a minimum of onecourse in each of the following areas:• fine arts or literature• mathematics• science• social science• U.S. history or American government• writing

These courses may be taken at the undergraduate level and may have been included in the student’s bachelor’s degree program. Elementary education students’ academic experiences will be evaluated by an academic advisor after admission to determine if additional content area course work is needed. Completion of content area requirements are not prerequisites for admission; however, course work must

be completed before student teaching. It is strongly encouraged that applicants meet with an advisor after admission and prior to taking any additional content courses.

EndorsementsAn endorsement describes a credential listed on a professional educator license. A teaching endorsement may be a grade-level endorsement or a content area endorsement (i.e. middle school, language arts, etc.). To obtain a middle school endorsement, you must hold an endorsement for one of the appropriate grade ranges (K-9, 6-12, K-12 or PreK-21). The middle school endorsement for elementary endorsement holders is grades 5-8. Endorsement requirements differ by subject and grade level.

Field ExperienceThe State of Illinois requires future teacher candidates to have intensive and extensive experience in the field prior to student teaching. These practical experiences are opportunities to participate in classrooms, try out ideas and thinking explored in courses, and build a repertoire of informed teaching practices. Teacher candidates in the elementary program will register for field experience labs alongside required courses. Each lab meets for a minimum of 24-clock hours at a scheduled site; the hours are differently configured (i.e. 4 hours for 6 weeks, 3 hours for 8 weeks, 5 hours for 5 weeks, etc). Throughout one’s program, teacher candidates will interact with diverse learners and contexts. The labs must be completed successfully before student teaching.

Students will have a chance to interact with a variety of populations and educational situations and initiate the process of networking to develop job opportunities. Working in schools offers chances to develop teaching practices as well as to network

with school communities for future job possibilities. The state also requires that the majority of hours completed be in public schools without payment or salary.

Student TeachingStudent teaching is a full-time, quarter-long, intensive experience during which students are cooperating with an experienced teacher in the classroom. Responsibilities begin with interactive duties including small group instruction, creating lesson plans and include full-time teaching. Students receive direct supervision from their cooperating teacher. Student teaching is the culminating event of the licensure program at DePaul University.

PROGRAM REQUIREMENTSMEd 12 courses and student teaching

(56 quarter hours)MA 13 courses (including a thesis)

and student teaching (60 quarter hours)

Each course is worth four quarter hours unless otherwise noted.

Quarter OneT&L 404 Introduction to Elementary

EducationSCG 403 Human Growth and

DevelopmentT&L 583 Field Experience Lab I (1 credit)

Quarter TwoT&L 418 Learning Through the ArtsSCG 408 Education and the Social Order

Individually scheduled field experiences

Quarter ThreeT&L 415 Teaching Elementary ScienceT&L 416 Teaching Elementary

MathematicsT&L 583 Field Experience Lab II (1 credit)

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Quarter FourSCG 439 Philosophy and Psychology

of Youth and Middle Level Education (optional)

T&L 422 Classroom Assessment

Quarter FiveT&L 412 Emerging Reading and

Language ArtsLSI 446 Exceptional Child Growth and

DevelopmentT&L 583 Field Experience Lab III (1 credit)

Quarter SixT&L 413 Reading in the Middle YearsT&L 419 Curriculum and Strategies for the

Social StudiesT&L 584 Pre-Student Teaching Field

Experience (1 credit hour; occurs in your student teaching classroom and is individually scheduled with cooperating teacher)

Quarter SevenStudent TeachingT&L 585 Student Teaching

(6 quarter hours)T&L 586 Student Teaching Seminar

(2 quarter hours)

LicenseIn order to meet Illinois requirements for the professional educator license with an endorsement in elementary education, students must complete the general education requirements, fulfill the professional education course work and field experiences, and pass examinations in academic proficiency skills, elementary education, and professional teaching.

DegreeIn the combined program (master’s degree and professional educator license), students will complete the requirements for licensure prior to receiving their master’s degree. The degree is earned upon completion of student teaching/seminar. Students may earn a master of education or a master of arts degree in education in the teaching and learning program.

APPLICATION REQUIREMENTSTo be eligible for the elementary education program, students must hold a bachelor’s degree conferred by an accredited, recognized institution.



professors or employers• A brief statement of purpose which

explains your reasons for wanting to enter the elementary or middle school program at DePaul and discuss your potential for becoming a teacher

• Résumé






TEACHING AND LEARNING (T&L) MASTER’S DEGREE PROGRAM: SECONDARY EDUCATION

PURPOSEThe teaching and learning (T&L) program at DePaul University is a unique teacher preparation program designed to enable college graduates with a bachelor’s degree in a field other than education to become teaching professionals. It is the ideal program for people wanting to change careers to become teachers.

The secondary education program (6-12) enables qualified students to obtain an Illinois teacher license with endorsement to teach a content area.

PROGRAM DESCRIPTIONClasses, with the exception of student teaching, are held in the evenings so students may continue to work and attend school at the same time. There is, however, an intense clinical element to this program—all students complete at least 100 hours of field experience in area schools as part of their course work and prior to student teaching.

Content AreasAll students must select a content area for endorsement. To become endorsed to teach a content area, a student must complete or have completed at least 48 quarter hours (32 semester hours) in content-specific (or subject-specific) course work either at DePaul or at another college or university. Below is a list of the content areas for which a student can get endorsed through the College of Education:• Biology • History• Chemistry • Mathematics• Visual arts • Social Sciences• English • Physics• Environmental Science

Students may add the middle school course (SCU 339 or SCG 439) to receive a middle school endorsement.

Clinical ExperienceFuture teachers spend at least 100 hours in schools observing and interacting with students. These field experiences provide a gradual introduction to the full range of experiences associated with teaching. In addition, students work with diverse student populations and experience a variety of educational situations, which among other things provide networking opportunities for student teaching and future employment. The state requires that the majority of hours completed be in public schools without payment or salary. Field experience hours are completed simultaneously with designated courses in the program.

DePaul’s director of clinical experiences assists in identifying schools for field experience. Field experience often includes assignments that are attached to the university courses students are taking.

Student TeachingStudent teaching is a full-time, quarter-long, intensive experience during which students are working with a licensed teacher in his or her classroom. During the student teaching experience, students are gradually integrated into the classroom environment and take on more responsibility over time, eventually assuming full responsibility for classroom instruction. Students progress to co-teaching lessons, teaching on their own with direct supervision and, finally, taking charge of the class. Student teaching is the culminating event of the T&L program and state licensure requirements.

More information about student teaching will be given during the initial advising session at DePaul.




Each course is worth four quarter hours unless otherwise noted.

Pre-Advanced Standing CoursesT&L 425 Professional Practice in

Secondary EducationSCG 406 Human Growth and

DevelopmentSCG 408 Education and the Social Order orSCG 409 Sociology of Education orSCG 411 Philosophy of Education

Advanced Standing CoursesSCG 451 Doing Critical Practitioner

Research in Education (taken in conjunction with TCH 471-474 and TCH 481-484)

BBE 501 Teaching Adolescent English Language Learners and Dialect Speakers Across the Curriculum

T&L 525 Reading and Writing Across the Curriculum

LSI 446 Exceptional Child Growth and Development Content Area Methods

TCH 495 Assessment Issues in Secondary Education

Choose one of the following:TCH 471 Teaching English in the High

Schools ITCH 472 Teaching History/Social

Sciences in the High Schools ITCH 473 Teaching Mathematics in the

High Schools ITCH 474 Teaching Science in the High

Schools I

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Choose one of the following:TCH 481 Teaching English in the High

Schools IITCH 482 Teaching History/Social

Sciences in the High Schools IITCH 483 Teaching Mathematics in the

High Schools IITCH 484 Teaching Science in the High

Schools II

Students must also take two graduate-level content area courses (approved by content area advisor)

Student TeachingT&L 590 Student Teaching

(6 quarter hours)T&L 591 Student Teacher Seminar

(2 quarter hours)

Thesis Requirement (MA Only)T&L 589 Thesis Research

LicensureIn order to meet Illinois requirements for licensure in secondary education students must complete the professional education course work, fulfill their clinical experiences (including student teaching), and pass tests on academic proficiency, their content area and professional teaching.

DegreeIn the T&L program with licensure (master’s degree and initial licensure), students will complete the requirements for licensure when they complete their master’s degree. Students may earn either a master of education or a master of arts degree in education in the T&L program.

APPLICATION REQUIREMENTSTo be eligible for the secondary education program, students must hold a bachelor’s degree conferred by an accredited, recognized institution.




explains your reasons for wanting to become a middle school or secondary educator and discuss your potential for becoming a teacher

• Résumé






TEACHING AND LEARNING MASTER’S DEGREE PROGRAM: EARLY CHILDHOOD EDUCATION

PURPOSEThe teaching and learning program at DePaul University is a unique career change program designed to enable college graduates with a bachelor’s degree in a field other than education to become teaching professionals.

The early childhood education program (birth to third grade) enables qualified candidates to obtain an Illinois teacher license.

PROGRAM DESCRIPTIONClasses, with the exception of student teaching obligations, are held in the evening so program participants may continue to work and attend school at the same time. There also is a series of daytime internships that prepare teacher candidates for working with infants and toddlers, pre-school children and primary-age children. Each internship is 75 clock hours; flexible scheduling and employer-based placements are considered.

Content AreasCandidates are required to complete a course in health and nutrition. If candidates do not meet this requirement in their bachelor’s degree program, they will need to fulfill it prior to student teaching in order to gain licensure. This course may be taken at the undergraduate level (ECE 298), or by completing an individual competency experience under the guidance of a full-time early childhood faculty member. We strongly encourage applicants to meet with a faculty advisor upon admission and before taking any content-area courses.

Clinical ExperienceCandidates will have a variety of field placement opportunities, including sites that serve culturally diverse families as well as young children with disabilities. Two of the theory and instruction courses include co-requisite internships with pre-school and primary-grade children; a third (optional) focuses on infants and toddlers. Internships are process oriented and assist in integrating theory and practice. Candidates will build professional knowledge, skills and dispositions in a collegial atmosphere.

Student TeachingStudent teaching is a full-time, quarter-long, intensive experience during which students are cooperating with an established teacher in the classroom. Responsibilities begin with assuming interactive duties such as small-group tutoring, creating and implementing lesson plans, and proctoring and grading tests. During the quarter, candidates progress to co-teaching lessons, teaching on their own with direct supervision, and then being in charge of the class. Early childhood education majors complete two placements.More information about student teaching will be given during the initial advising session at DePaul.




Ideally, candidates will begin the program in the fall quarter, but admission can happen in any quarter.

Each course earns four quarter hours unless otherwise noted (e.g. internships).

Year One Fall QuarterSCG 404 Human Development and

Learning: Early YearsT&L 400 Clinical ExperienceT&L 421 Child, Family in the Multicultural

Community

Winter QuarterT&L 406 Language Development of the

Young ChildT&L 427 Young Exceptional Child

Spring QuarterT&L 423 Understanding Young Children’s

BehaviorT&L 432 Early Childhood Curriculum

Strategies and Philosophy (birth – age 8)

T&L 481 Internship in Preschool Setting

Summer QuarterSCG 410 Introduction to Research:


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Year TwoFall QuarterT&L 411 Assessment in Early ChildhoodT&L 434 Literature and the Young ChildT&L 482 Internship in Primary-grade

Setting

Winter QuarterT&L 420 Math and Science in Early

ChildhoodSCG 408 Education and the Social Order

Spring QuarterT&L 595 Early Childhood Student

Teaching (8 weeks primary and 4 weeks preschool)

T&L 596 Student Teaching Seminar

Thesis Requirement (MA Only)T&L 589 Thesis Research

LicensureIn order to meet Illinois requirements for licensure in early childhood education, candidates must fulfill the general education requirements, complete the professional education course work and clinical experiences, and pass examinations in academic proficiency skills, early childhood education knowledge and professional teaching.

DegreeIn the combined program (master’s degree and initial license), candidates will complete the requirements for licensure and the requirements for the master’s degree at the same time. Candidates may earn a master of education or a master of arts degree in education in the teaching and learning program.

APPLICATION REQUIREMENTSTo be eligible for the early childhood education program, candidates must hold a bachelor’s degree conferred by an accredited, recognized institution.



professors or employers• A brief statement of purpose that explains

your reasons for wanting to become a licensed educator of young children (i.e., birth through third grade). In your rationale, include how you envision working with young children, their families and their communities. Use any specific experiences or events that have shaped your thinking to clarify or illustrate your points.

• Résumé






WORLD LANGUAGES EDUCATION MASTER’S DEGREE PROGRAM WITH LICENSURE

PURPOSEThe world languages education (WLE) graduate program is designed for educators who are or will be working with world language learners at the K-12 level and in other educational contexts. The program offers candidates a comprehensive and in-depth understanding of world language policy, theory, acquisition, methodology and practice. The world languages education program prepares educators to address the linguistic, academic, social and cultural needs of world language learners and to advocate for world language programs that foster multilingualism and global citizenship. The program will help candidates develop an understanding of the sociocultural and political aspects of, as well as curricular and pedagogical approaches to, language, literacy and culture learning.

PROGRAM DESCRIPTIONThis professional program enables students to obtain their master’s degree and Illinois Professional Educator License, qualifying them to teach students in a world language content area grades K-12.

Classes, with the exception of student teaching, are held in the evenings so students may continue to work and attend school at the same time. There is, however, an intense clinical element to this program—all students must complete field experience in area schools as part of their course work and prior to student teaching.

Content AreasAll students must select a content area for endorsement. To become endorsed to teach a content area, a student must complete or have completed at least 48 quarter hours (32 semester hours) in content-specific (or subject-specific) course work either at DePaul or at another college or university. Below is a list of the content areas for which a student can get endorsed through the world languages education program in the College of Education:• Arabic • Japanese• Chinese (Mandarin) • Latin• French • Russian• German • Spanish• Italian

Clinical ExperienceFuture teachers must complete “intensive and extensive” practical field experiences in conjunction with designated education courses. These experiences must be in schools observing, interacting with students, and working with teachers. These field experiences provide a gradual introduction to the full range of experiences associated with teaching.

In addition, field experiences include a variety of grade levels working with diversestudent populations, multicultural experiences and educational situations. These experiences can provide networking opportunities for student teaching and future employment.

DePaul’s director of clinical experiences can assist in identifying schools for field experience. Field experiences often include assignments that are associated with the university course work.

Field experiences are financially uncompensated. A minimum of 15 hours must be completed in a special education setting.

Student TeachingStudent teaching is a full-time, quarter-long, intensive experience during which candidates cooperate with an established teacher in the classroom. During the student teaching experience, candidates are gradually integrated into the classroom environment and will take on more responsibility over time, eventually assuming full responsibility for the classroom. During the quarter candidates co-teach lessons and teach on their own with direct supervision. Student teaching is the culminating event of candidates’ licensure program at DePaul.

More information about student teaching will be given during your initial advising session at DePaul.




World Languages Education Core CoursesBBE 526 Theoretical Foundations of ESL

and WLEBBE 560 Second, World and Heritage

Language Acquisition K-12BBE 570 Second and World Language

Literacies and CulturesT&L 449 Standard and Content-based

Methods of Teaching World Languages K-12

T&L 575 WLE History, Policy and Curriculum Development

Two elective courses in education or language of license (per WLE director approval)

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Other Required Program CoursesLSI 446 Psychology and Education of the

Exceptional ChildSCG 406 Human Development and

Learning

Choose one of the following:SCG 408 Education and the Social OrderSCG 409 Sociology of EducationSCG 410 Introduction to Educational

ResearchSCG 411 Philosophy of EducationT&L 425 Curriculum and Instruction in

Secondary Education

Student TeachingT&L 592 World Languages Student

Teaching (6 hours)T&L 593 World Languages Seminar

(2 hours)EDU 95 non-credit, non-tuition

Program OptionENGLISH as a SECOND LANGUAGE (ESL) Endorsement Candidates may obtain an Illinois ESL endorsement by taking just two additional courses and completing 100 state-mandated field experience hours in an ESL classroom. Courses should be taken in direct consultation with the WLE program director to be in line with the requirements for the WLE degree with ESL endorsement.

LicensureAll individuals licensed by the Illinois State Board of Education (ISBE) are required to complete professional education course work, clinical experience (including student teaching) and licensure tests specific to their teaching license. World languages education majors must complete the following tests:

• Test of academic proficiency (TAP) • Content area test• Assessment of professional teaching

(APT) • Oral proficiency interview test (must score

“intermediate high” or better)

ADMISSION REQUIREMENTSTo be eligible for the world languages education program, students must hold a bachelor’s degree conferred by an accredited college or university.




explains your reasons for wanting to become an educator and discuss your potential for becoming a teacher as well as your professional development goals

• Résumé



You may also contact Dr. Jason Goulah, director of the WLE program, at [email protected].




DUAL LICENSE MASTER’S DEGREE PROGRAM: SPECIAL EDUCATION & ELEMENTARY EDUCATION

PROGRAM DESCRIPTIONIncreasingly, people who initially decided to pursue other professions are attracted to teaching exceptional children and youth. This program offers a unique career change opportunity for college graduates with a bachelor’s degree in a field other than education to become teaching professionals. Individuals who have the desire to work with exceptional children and youth will gain the knowledge and skills to teach students with a wide variety of needs.

This intensive program combines course work in special education with elementary education and clinical experiences in schools. It prepares teachers who can work either as regular classroom teachers or as special educators, allowing graduates to pursue multiple career options.

PROGRAM FEATURESField ExperienceBecause students are earning a professional educator license with two endorsements to teach elementary education (K-9) and special education (PreK-21), they are required to complete 200 hours of field experiences interacting with students in schools. These practical experiences offer education majors a gradual introduction to the full range of experiences associated with a teacher’s role. In addition, students make contact with a variety of educational situations and may network to develop job opportunities.

The majority of hours must be completed in public schools and cannot be hours for which students receive payment or salary. The hours must be completed before student teaching.

Students are required to complete experiences in both primary and secondary settings and in both general and special education.

Student TeachingStudent teaching is a full-time, 16-week, intensive experience during which students are cooperating with an established special educator and regular education teacher in the classroom. Responsibilities begin with interactive duties including small-group tutoring, creating lesson plans, and proctoring and grading tests. During the quarter, students will progress to co-teaching lessons, teaching on their own with direct supervision and finally, being in charge of the class. Student teaching is the culminating event of the certification program at DePaul.

DEGREE PROGRAMSMaster of Education 18 courses and student teaching (80 quarter hours)

Master of Arts 19 courses and student teaching (84 quarter hours)

PROGRAM REQUIREMENTSSocial & Cultural Foundations (16 quarter hours)SCG 403 Human Development and

Learning: ElementarySCG 439 Philosophy and Psychology of

Middle Level Education SCG 408 Education and the Social Order SCG 410 Introduction to Research:


Elementary Education (20 quarter hours)T&L 409 Professional Practice in

Elementary Schools T&L 413 Reading and Language Arts in

the Middle Grades (*LSI 441 prerequisite)

T&L 415 Teaching and Learning Elementary School Science

T&L 416 Teaching and Learning Elementary School Mathematics

T&L 418 Learning Through the Arts

Special Education (32 quarter hours)LSI 442 Survey and Characteristics of

the Exceptional Learner LSI 443 Psychological Tests and

Methods in Diagnosis LSI 458 Teaching Students with High

Incidence Disabilities I LSI 461 Collaborate Practice and Special

Education LSI 462 Instructional Strategies for

Students with Disabilities I: Accessing the General Education Curriculum

LSI 467 Teaching Students with High Incidence Disabilities II

LSI 468 Teaching Students with Low Incidence Disabilities I

LSI 469 Teaching Students with Low Incidence Disabilities II

Field Experience (minimum 200 field hours)LSI 096 Field Experience for Dual License

(non-credit)

(over)

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Student Teaching and Induction (12 quarter hours)LSI 585 Student Teaching

(Note: 16 weeks are divided between elementary and special education placements)

LSI 465 Induction into the Field of Special Education

Master of Arts OptionLSI 549 Thesis Research in Specialized

Instruction

LicensureIn order to meet Illinois requirements for licensure with endorsements in special education and elementary education, students must complete the general education requirements, the professional education course work, the field experiences, and pass Illinois examinations in academic proficiency, special education, elementary education, general curriculum for special educators and the Assessment for Professional Teaching.

CAREER SERVICESThe College of Education offers a full-time career counselor to assist students with their job search including résumé writing, interviewing and job-search strategies.

ADMISSION REQUIREMENTS To be eligible for the dual endorsement program, students must hold a bachelor’s degree conferred by an accredited, recognized institution.

To apply, please submit the following items to The Office of Graduate Admission:• A completed application• Application fee ($40)• Two official transcripts from all colleges


professors or employers• Write a personal statement indicating your

reasons for entering the program and your future goals and objectives

• A writing sample• Résumé

APPLICATION DEADLINESStart Term Application DeadlineFall . . . . . . . . . . . . . . . . . August 15Summer . . . . . . . . . . . . May 15





TEACHER LEADER ENDORSEMENT ONLY PROGRAM

PURPOSEThe teacher leader endorsement only program is a cross-disciplinary program housed in the Department of Leadership, Language and Curriculum (LLC) and jointly run by the curriculum studies and educational leadership programs.

The program is geared toward individuals who are educators in K-12 environments and are seeking to become leaders, but who are not seeking principalship. Such roles include, but are not limited to: curriculum specialists, coaches, mentor teachers, department chair or lead teachers, content specialists, teacher leaders charged with supervisor roles, and program leaders.

PROGRAM DESCRIPTIONThis non-degree endorsement only program is designed for educational professionals who currently hold a master’s degree and who desire to take on the myriad of leadership roles in schools and districts. This program will provide the knowledge base of leadership and curriculum that will allow them to be effective and competent leaders. The program meets the standards set forth by the state of Illinois for the endorsement of Teacher Leader.


PROGRAM REQUIREMENTSTeacher Leader Core Courses(10 courses, 40 quarter hours)A&S 491 Effective Leadership of SchoolsA&S 493 Data-driven Decision-makingA&S 496 Stakeholder RelationshipsA&S 498 Instructional Supervision and

SupportA&S 499 Planning for Professional

DevelopmentBBE 599 School-wide Approaches to

Educating ELLCS 470 Teachers as LeadersCS 473 AssessmentCS 488 Curriculum DesignCS 482 The History of Curriculum

Practice

ADMISSION REQUIREMENTS To be eligible for this program, students must have a master’s degree and two years of full-time teaching experience. Students also must hold a valid standard teaching license.

To apply, please submit the following items to The Office of Graduate Admission:• Completed application• Application fee ($40)• A copy of valid Illinois teaching license• Proof of passing Basic Skills Test or







The teacher leader endorsement only program offers rolling admissions, but regular deadlines are set to assure students full consideration for admission and financial aid. The program will continue to accept and process applications after the regular deadline if space is available.





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PURPOSEThe curriculum studies program with teacher leader endorsement is a cross-disciplinary, graduate program housed in the Department of Leadership, Language and Curriculum. It provides practicing teachers who desire to take on the myriad leadership roles in the local school community with the knowledge base of leadership and curriculum that will allow them to be effective and competent leaders. The program meets the standards set forth by the State of Illinois for the Endorsement of “Teacher Leader.”

PROGRAM DESCRIPTIONThe curriculum studies master’s degree program with teacher leader endorsement is designed to assist in the preparation or development of instructional leaders with a deep interest in matters of curriculum, instruction and assessment. The curriculum studies program emphasizes instructional versus administrative and programmatic leadership.

This program provides students with the knowledge and skills required to perform varied leadership duties. The core curriculum includes a foundational course in schoolwide visioning of English language learners (ELL), a serious need in the Chicago Metropolitan area.

The program is a joint effort between the educational leadership and curriculum studies programs in the College of Education. The teacher leader master’s program will prepare teachers to take on a variety of leadership positions at the school and district level. The state of Illinois is mandating that students who wish to enter into various administrative positions at the building level that are not either a principal or assistant principal position have a teacher leader endorsement as a gateway into leadership positions.

PROGRAM REQUIREMENTS13 courses, 52 quarter hours

Core Courses(10 courses, 40 quarter hours)A&S 491 Effective Leadership of SchoolsA&S 493 Data-driven Decision-makingA&S 496 Stakeholder RelationshipsA&S 498 Instructional Supervision and



Educating ELLCS 470 Teachers as LeadersCS 473 AssessmentCS 482 The History of Curriculum

PracticeCS 488 Curriculum Design

Elective Course Sequence(2 courses, 8 quarter hours)Students choose one of the following concentrations in which to complete the elective requirement:

AdministrationA&S 495 School LawA&S 596 Human Resource Management

Curriculum Studies*CS 472 Ethics, Curriculum and

Social ChangeCS 481 The Study of Teachers and

TeachingCS 485 Curriculum/Program EvaluationCS 489 Creativity and Critical ThinkingCS 492 Professional Learning

CommunitiesCS 591 Curriculum Theorizing:

Multiple Lenses

Bilingual BiculturalBBE 404 Language Literacy and CultureBBE 526 Theoretical Foundations of

Teaching ESL

Social and Cultural FoundationsChoose from two 600-level courses in consultation with faculty.

*Strongly encouraged for curriculum studies students

Capstone Course OptionsStudents are required to take a capstone course to expand their knowledge in areas critical to school success.CS 608 Capstone in Curriculum

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CURRICULUM STUDIES MASTER’S DEGREE PROGRAM WITH TEACHER LEADER ENDORSEMENT

(over)

ADMISSION REQUIREMENTS To be eligible for this program, students must have a bachelor’s degree and two years of full-time teaching experience. Students also must hold a valid standard teaching license.

To apply, please submit the following items to The Office of Graduate Admission:• Completed application• Application fee ($40)• A copy of valid Illinois teaching license• Proof of passing Basic Skills Test or






APPLICATION DEADLINESStart Term Application DeadlineFall . . . . . . . . . . . . . . . . . August 15Winter . . . . . . . . . . . . . December 1Spring . . . . . . . . . . . . . . March 1Summer . . . . . . . . . . . . May 1





SOCIAL AND CULTURAL FOUNDATIONS IN EDUCATION GRADUATE CERTIFICATE PROGRAM

PURPOSEThe graduate certificate in social and cultural foundations in education (SCFE) is designed for students in any field who want to complement their primary degree through interdisciplinary study of the foundations of education and educational policy from critical perspectives as they impact both school and non-school settings. For students in teacher, administrator or counselor licensure programs within the College of Education, this certificate will enhance their competitiveness in the workplace, setting them apart from educators who do not possess this background. Others with a broad interest in educational issues who are not professional educators will find this certificate to be a valuable supplement to their work in other fields or in their professional practice.

PROGRAM DESCRIPTIONThe courses that students complete for the SCFE certificate are part of the required core course work for the Master of Arts in social and cultural foundations in education program. It is an interdisciplinary program designed to appeal to students seeking alternatives to more specialized programs of study in education.

The program is committed to social justice and to an interdisciplinary approach to the study of education and human development in the context of school and non-school settings. It is intended for teachers, administrators and individuals with bachelor’s degrees who have a broad interest in educational issues but who may not be professional educators. Students who pursue this degree come from a variety of professional backgrounds, including educational work in the media, not-for-profit foundations, museums, community organizations, higher education, K-12 and other forms of educational work.

Students who choose to pursue the SCFE graduate certificate can decide at a later time to undertake the SCFE master’s program. These students will receive the certificate and are able to count the courses completed for the certificate toward completion of the requirements for the master’s program.

DEPARTMENT DESCRIPTIONThis certificate program is housed within the Department of Educational Policy Studies and Research (EPSR). EPSR examines the dynamic interplay of individual, societal and sociocultural processes as they unfold in multiple educational contexts. The department represents the foundational disciplines of history, philosophy, anthropology, psychology, sociology and human development as they are related to the study of education. Accordingly, its courses examine the role of education in the quest for social justice.

PROGRAM OUTCOMESGraduates of the SCFE program go on to work in areas such as service organizations, private foundations and institutes, and adult education and training. The SCFE program also prepares students for doctoral work in educational policy studies or a university teaching and research career. Disciplinary and research course work within EPSR is available for all College of Education students. PROGRAM REQUIREMENTSThe requirements of the certificate program include completion of four graduate-level courses from among the following:

SCG 527 Global Perspectives in EducationSCG 603 Culture and EducationSCG 604 Identity: Constructions and

Negotiations SCG 608 Ideology, Power and PoliticsSCG 611 Philosophical Studies in

Education

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ADMISSION REQUIREMENTSTo be eligible for the SCFE program, students must hold a bachelor’s degree from an accredited college or university.

To apply, please submit the following items to The Office of Graduate Admission:• A completed application • One official transcript from each college

and/or university attended

APPLICATION DEADLINEStart Early Regular Term Deadline DeadlineFall . . . . . . . . . . January 30 . . . . . August 1Winter . . . . . . . . . . . . . . . . . . . . . . November 15

Students who are seeking to apply for a graduate assistantship are encouraged to apply by January 30 for the priority deadline.

FACULTY AND STAFF CONTACTSEnora Brown, PhD (773) [email protected]

An Chih Cheng, PhD(773) [email protected]

Ronald Chennault, PhD(773) [email protected]

Horace R. Hall, PhD(773) [email protected]

Stephen Haymes, PhD(773) [email protected]

Karen Monkman, PhD(773) [email protected]

Nicole NudoDepartment Assistant(773) [email protected]

Amira Proweller, PhD(773) [email protected]

Kenneth Saltman, PhD(773) [email protected]

John Taccarino, PhD(773) [email protected]





EDUCATIONAL LEADERSHIP CATHOLIC LEADERSHIP CONCENTRATION MASTER’S DEGREE PROGRAM

PURPOSEThe purpose of the educational leadership Catholic leadership concentration master’s degree program is to prepare graduates for administrative and supervisory positions within the context of Catholic education. This includes Catholic college or university settings, businesses and a variety of human service agencies. Students interested in educational leadership and Catholic leadership who are not certified teachers can pursue this degree and share in the ideals of social justice to be transformative leaders.

PROGRAM DESCRIPTIONThis program is designed to prepare graduates to assume challenging administrative, policy and management positions in a variety of settings in the context of Catholic education, including K-12 and higher education environments, Catholic charities, early childhood programs, after school programs and youth ministries.








• Students may take a combination of both online and in-person courses or choose to complete this program fully online.


Educational Leadership Core Curriculum(6 courses, 24 quarter hours)A&S 491 Effective Leadership of SchoolsA&S 493 Data-driven Decision-makingA&S 495 School LawA&S 496 Stakeholder Relationships

Choose one of the following:A&S 494 School Finance MPS 515 Nonprofit Financial Management


Support A&S 596 Human Resource Management

Social and Cultural Foundations Courses(2 courses, 8 quarter hours)SCG 410 Introduction to Research

Choose one of the following:SCG 401 Developmental Psychology SCG 406 Human Development and

Learning: Secondary

Curriculum Studies Courses(1 course, 4 quarter hours)Choose one of the following:CS 485 Curriculum/Program EvaluationCS 488 Curriculum DesignCS 492 Creating and Sustaining


Catholic School Requirements(2 courses, 8 quarter hours) A&S 570 Historical, Philosophical and


A&S 571 Spiritual and Administrative Leaders in Catholic Schools

Independent Fieldwork(1 course, 4 quarter hours) A&S 594 Internship

Research Course(1 required, 4 quarter hours)A&S 599 Thesis Research (MA only)A&S 608 Capstone Course in Educational

Leadership

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ADMISSION REQUIREMENTSTo be eligible for the educational leadership Catholic leadership concentration master’s degree program, students must hold a bachelor’s degree conferred by an accredited, recognized institution.






APPLICATION DEADLINEStart Term Application Deadline Fall . . . . . . . . . . . . . . . . . August 15Winter . . . . . . . . . . . . . . December 1Spring . . . . . . . . . . . . . . March 1Summer . . . . . . . . . . . . May 1

The educational leadership Catholic leadership concentration master’s degree program offers rolling admissions, but regular deadlines are set to assure students full consideration for admission and financial aid. The program will continue to accept and process applications after the regular deadline if space is available





EDUCATIONAL LEADERSHIP GENERAL CONCENTRATIONMASTER’S DEGREE PROGRAM

PURPOSEThe purpose of the educational leadership general concentration master’s degree program is to prepare graduates for administrative and supervisory positions in schools, including college or university settings, businesses and a variety of human service agencies. Students interested in educational leadership who are not certified teachers can pursue this degree and share in the ideals of social justice to become transformative leaders.

PROGRAM DESCRIPTIONThe educational leadership general concentration master’s degree program is designed to prepare graduates to assume challenging administrative, policy and management positions in a variety of settings, including K-12 and higher education environments, as well as in early childhood programs, after school program, museums, non-profit organizations and foundations.








• Students may take a combination of both online and in-person courses or choose to complete this program fully online.


Educational Leadership Core Curriculum(6 courses, 24 quarter hours)A&S 491 Effective Leadership of Schools A&S 493 Data-driven Decision-makingA&S 495 School LawA&S 496 Stakeholder Relationships

Choose one of the following:A&S 494 School FinanceMPS 515 Nonprofit Financial Management


Support A&S 596 Human Resource Management

Social and Cultural Foundations Courses(2 courses, 8 quarter hours)SCG 410 Introduction to Research

Choose one of the following:SCG 401 Developmental Psychology SCG 406 Human Development and

Learning: Secondary

Curriculum Studies Courses(1 course, 4 quarter hours)Choose one of the following:CS 485 Curriculum/Program EvaluationCS 488 Curriculum DesignCS 492 Creating and Sustaining


Electives(2 courses, 8 quarter hours) Choose two from the following:A&S 590 Organizational DevelopmentA&S 595 Workshop in Educational

LeadershipA&S 597 Politics of EducationCSL 490 Foundations of Student AffairsCSL 491 Contextual Dimensions of

College Student DevelopmentCSL 492 Program Development in

Student Affairs

Independent Fieldwork(1 course, 4 quarter hours) A&S 594 Internship

Research Course(1 required, 4 quarter hours)A&S 599 Thesis Research (MA only)A&S 608 Capstone Course in Educational

Leadership

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ADMISSION REQUIREMENTSTo be eligible for the educational leadership master’s degree program general concentration, students must hold a bachelor’s degree conferred by an accredited, recognized institution.







The educational leadership general concentration master’s degree program offers rolling admissions, but regular deadlines are set to assure students full consideration for admission and financial aid. The program will continue to accept and process applications after the regular deadline if space is available





BILINGUAL EDUCATION/ESL ENDORSEMENT ONLY

PURPOSEThe need for qualified K-12 Bilingual (BE) and English as a Second Language (ESL) teachers continues to increase in the Chicago metropolitan area. The College of Education at DePaul University offers a convenient school-site based program to prepare teachers for this growing field. In just one year, you can complete all the course work required to obtain your official endorsement/approval as a BE or ESL teacher. The bilingual endorsement allows teachers to teach in both bilingual and ESL settings, while the ESL endorsement allows teachers to teach in ESL settings only.

PROGRAM OVERVIEWThe BE and ESL endorsement only program is offered as an option in the bilingual bicultural program to educators who hold a Type 03, Type 04, Type 09 and/or Type 29 certificate. These endorsements are designed to prepare educators to serve English language learners in a variety of contexts, including bilingual and ESL programs at K-12 and adult education levels. Students completing the endorsements will gain the necessary skills for designing instruction, evaluating and designing materials, and assessing the language development of English learners. For the BE endorsement, students must pass the State of Illinois Language Proficiency Exam. The state approval/endorsements for ESL and BE also require an Illinois teaching certificate as well as 100 hours of clinical experience. Students must take seven courses for one endorsement or eight courses for both endorsements. To obtain an endorsement in ESL and/or BE to teach at the middle school level, an endorsement in middle school is required in addition to the approval requirements indicated above. Enrollment in a graduate degree program is not necessary for earning these endorsements; courses may be taken as a student-at-large.

ENDORSEMENT OPTIONSBilingual Education Endorsement(7 courses, 28 quarter hours)English as a Second LanguageEndorsement(7 courses, 28 quarter hours)Bilingual Education and English as aSecond Language Endorsement(8 courses, 32 quarter hours)

COURSE REQUIREMENTS FOR ENDORSEMENTSBilingual Bicultural Education Courses(8 courses for both endorsements, 7 courses for one endorsement)BBE 402 Bilingual Bicultural Curriculum

Development (BE/ESL endorsements)

BBE 404 Language, Literacy and Culture (BE/ESL endorsements)

BBE 406 Sociopolitical and Historical Perspectives in Bilingual Education (BE endorsement)

BBE 407 Equity Issues in Assessment (BE/ESL endorsements)

BBE 425 Biliteracy Practices in BE and ESL (BE/ESL endorsements)

BBE 466 First and Second Language Acquisition (BE/ESL endorsements)

BBE 524 Methods of Teaching ESL and Language Development (BE/ESL endorsements)

BBE 526 Theoretical Foundations of Teaching ESL (ESL endorsement, field experience hours required)

ADMISSION REQUIREMENTSTo be eligible for the bilingual education/ESL endorsement, students must hold abachelor’s degree from an accreditedcollege or university and a valid teachingcertificate.


and/or universities attended• A copy of valid teaching certificate• Two letters of recommendation from

professors or employers• Statement of purpose indicating



The admission process also may include aninterview with program faculty.


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EDUCATIONAL LEADERSHIP TEACHER LEADER MASTER’S DEGREE PROGRAMWITH CATHOLIC CONCENTRATION

PURPOSEThe purpose of the educational leadership teacher leader master’s degree program with Catholic concentration is to provide practicing teachers who desire to take on the myriad of Catholic leadership roles in the local school community with the knowledge base of leadership and curriculum that will allow them to be effective and competent teachers. The program meets the standards set for by the State of Illinois for the endorsement of “Teacher Leader.”

PROGRAM DESCRIPTIONThe educational leadership teacher leader master’s degree program with Catholic concentration is geared toward individuals who are educators in K-12 environments, and are seeking to become leaders in districts of schools as department chairs, team leaders and other school leaders, in the context of Catholic education, and who are not seeking principalship. The core curriculum includes a foundational course in school-wide visioning of English language learners (ELL), a serious need in the Chicago metropolitan area.








Core Courses(10 courses, 40 quarter hours)A&S 491 Effective Leadership of SchoolsA&S 493 Data-driven Decision-makingA&S 496 Stakeholder RelationshipsA&S 498 Instructional Supervision and



Educating ELLCS 470 Teachers as LeadersCS 473 AssessmentCS 482 The History of Curriculum

PracticeCS 488 Curriculum Design

Catholic School Requirements(2 courses, 8 quarter hours)A&S 570 Historical, Philosophical and


A&S 571 Spiritual and Administrative Leaders in Catholic Schools

Social and Cultural Foundations SequenceChoose two 600-level courses in consultation with faculty

Capstone Course Students are required to take the following capstone course to expand their knowledge in areas critical to school success:A&S 608 Capstone in Educational

Leadership

ADMISSION REQUIREMENTSTo be eligible for the educational leadership catholic leadership concentration with teacher leader endorsement, students must have a bachelor’s degree and two years of full-time teaching experience. Students also must hold a valid State of Illinois teaching license.

To apply, please submit the following items to The Office of Graduate Admission:• A completed application• Application fee ($40)• A copy of valid Illinois teaching license• Proof of passing Basic Skills Test or







The educational leadership teacher leader master’s program with Catholic concentration admits new students every quarter. It offers rolling admissions, but the regular deadlines are set to assure students full consideration for admission and financial aid. The program will continue to accept and process applications after the regular deadline if space is available.

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