The student shall be able to identify and explain characteristics of the organization and administration of American public education - federal, state, and local. Students will analyze American education in its legal and financial aspects, identify current issues, and discuss developments and responsibilities of membership in the teaching profession. At least 15 hours of field experience at an approved learning institution is required. A criminal background check will be required before placement in a field experience setting.
Topical Outline
| Week | Module | Module Focus | IPES Standards and Student Learning Outcomes | Module Focus | Key Vocabulary / Terms | |
|---|---|---|---|---|---|---|
| One, Two, Three | Module One: Introduction to the Education Career Path & Teacher Licensure | History of public education, licensure, professional identity, ethics, and school-community context, budgets | IPES.CC.1 – Examining historical and philosophical foundations of American public education IPES.PR.1 – Recognizing how personal biases and perceptions affect practice IPES.PR.4 – Creating personal goals for professional growth, leadership, and advocacy SLO 3: Reflect on instructional decision-making, personal beliefs, biases, and emerging professional identity. How SLOs Are Addressed: Students are introduced to the teaching profession through the history and philosophy of public education, licensure requirements, ethics, and professional responsibilities. Early reflective practices help students examine their own beliefs, assumptions, and motivations for entering the field. Aligned Assignments:
| Students examine the historical development of American public education and its philosophical foundations. They explore licensure requirements, professional responsibilities, ethical expectations, and begin reflective practices related to personal beliefs, biases, and professional growth. Assignments: Students are introduced to the teaching profession, professional language, and the pathway to licensure in Illinois. Assignments include icebreaker and reflective discussions, vocabulary practice and assessment, exploration of major educational frameworks (such as historical events, the Danielson Model, and licensing), and short journal reflections. This module emphasizes community building, foundational terminology, and understanding the steps toward becoming a licensed educator. | Public Education Illinois State Board of Education (ISBE) Licensure ELIS Professional Ethics Normal Schools Compulsory Education John Dewey, Horace Mann and Maria Montessori Illinois School Report Card | |
| Four, Five and Six | Module Two: Professional Responsibilities & Working in Schools | Professional conduct, communication, advocacy, mandated reporting, and collaboration | IPES.IN.4 – Incorporating applicable laws, rules, and policies in instructional decisions IPES.CC.2 – Collaborating with families and professionals in culturally sustaining ways IPES.PR.2 – Recognizing policies that are discriminatory, oppressive, or harmful SLO 1: Analyze inclusive instructional practices and student support systems (IEPs, 504 plans, equity, and law). SLO 5: Demonstrate understanding of collaboration and communication with families, colleagues, and community partners. SLO 3 (reinforced): Reflect on professional responsibilities and bias. How SLOs Are Addressed: Students examine legal and ethical responsibilities of educators, including mandated reporting, confidentiality, advocacy, and inclusive practices. Emphasis is placed on understanding diverse learners, special education services, and culturally sustaining collaboration with families and stakeholders. Aligned Assignments:
| Students analyze legal and ethical responsibilities of educators, including mandated reporting and confidentiality. Emphasis is placed on professional communication, advocacy, culturally sustaining collaboration with families, and identifying harmful or inequitable policies. Assignments: This module focuses on understanding students as learners with diverse needs and backgrounds. Students engage with content related to Special Education and IEPs, learning styles, and inclusive instructional practices. Major assignments include discussion posts, a Learning Buffet Project, a comprehensive Diversity Analysis, journal reflections, and an observation check-in. The module emphasizes equity, differentiation, and inclusive teaching practices. | Mandated Reporter Confidentiality FERPA Advocacy Professional Boundaries Cultural Competence Stakeholders Conflict Resolution IEP 504 Plan Behavior Intervention Plan (BIP) | |
| Seven, Eight, Nine and Ten | Module Three: Classroom Management, Instruction, and Planning | Lesson planning, equity, learning theory, differentiation, assessment, and classroom management | IPES.IN.3 – Aligning instruction with learning goals and standards IPES.A.2 – Aligning assessments with standards IPES.A.9 – Facilitating self- and peer-assessment strategies IPES.PR.1 – Recognizing how personal biases and perceptions affect practice SLO 2: Observe and evaluate instructional environments, classroom climate, and instructional strategies. SLO 4: Evaluate research-based best practices in instruction and classroom management. SLO 3 (reinforced): Reflect on instructional decision-making and bias. How SLOs Are Addressed: Students develop practical teaching skills by exploring learning theory, lesson planning, differentiation, assessment alignment, and classroom management. Coursework emphasizes equity, accessibility, and effective instructional design. Aligned Assignments:
| Students design standards-aligned lesson plans and objectives, examine equity across school contexts, apply learning theories, and develop classroom management and assessment strategies that support inclusive, accessible, and engaging learning environments. Students explore effective classroom management strategies and lesson planning skills. Assignments include discussions on classroom management, development of a classroom management plan, lesson planning activities using standards and templates, a lesson plan paper or video submission, reflective discussions, and an observation check-in. This module emphasizes practical skills needed to create structured, engaging learning environments. | Illinois Learning Standards (ILS) Measurable Objectives Bloom’s Taxonomy Differentiation Scaffolding Multiple Intelligences Learning Modalities Universal Design for Learning (UDL) Classroom Climate Authentic Assessment Rubric | |
| Eleven, Twelve and Thirteen | Module Four: Assessment, School Law, Leadership, and the Profession | Assessment systems, curriculum planning, leadership, multicultural education, school law, and compensation | IPES.A.2 – Aligning assessments with standards IPES.CC.7 – Collaborating with community and school partners to improve equitable opportunities IPES.PR.4 – Creating personal goals for professional growth, leadership, and advocacy IPES.PR.2 – Recognizing discriminatory or harmful policies SLO 1 (reinforced): Inclusive practices and legal responsibilities SLO 5 (reinforced): Collaboration with families, schools, and community partners SLO 3: Professional reflection, leadership, and growth How SLOs Are Addressed: Students analyze assessment systems, curriculum planning, multicultural education, and school law. They explore leadership roles, equity issues, and professional expectations while setting future goals within the education profession. Aligned Assignments:
| Students analyze assessment systems, curriculum planning, and public data to understand equity and access. They explore multicultural education, ELL instruction, legal foundations of schooling, teacher leadership, and professional expectations, while establishing future professional goals. Assignments: This module introduces students to key legal issues in education and the teaching job outlook. Assignments include analysis of educational court cases, school law readings and surveys, quizzes, discussions on job outlook, a group project related to school law, and a final reflective journal. The module emphasizes legal responsibilities, professional awareness, and career considerations for educators. | Standardized Assessment Formative vs. Summative Assessment Curriculum Mapping Leadership Styles Multicultural Education English Language Learner (ELL) Equity vs. Equality Tort Law Due Process Negligence Duty of Care In Loco Parentis Collective Bargaining | |
| Fourteen, Fifteen and Sixteen | Field Experience And Final Assessment | Students will complete 15 hours of field experience in a PK-12 school setting. | IPES.CC.7 – Collaborating with community and school partners to improve equitable opportunities IPES.PR.4 – Creating personal goals for professional growth, leadership, and advocacy SLO 2: Observation and evaluation of real-world instructional environments SLO 3: Reflection on practice, bias, and professional identity SLO 1: Inclusive practices, student supports, and legal considerations SLO 5: Collaboration within school and community contexts | Encouraging students to reflect on their future goals related to specific teaching/working environments, learning from others in the profession and connecting course topics with real-world situations. |
At the end of this course, students will be able to:
- Analyze inclusive instructional practices and student support systems by examining how educators plan for diverse learners, including students with disabilities, through the use of IEPs, Section 504 plans, and other support structures, while considering equity, accessibility, and applicable laws and policies. (Aligned to IPES.IN.4; IPES.PR.2; IPES.CC.2)
- Observe and evaluate instructional environments across PK–12 settings by analyzing classroom climate, management routines, instructional strategies, differentiation, assessment practices, and equity within real-world educational contexts. (Aligned to IPES.IN.3; IPES.A.2; IPES.CC.7)
- Reflect on instructional decision-making and professional practice by connecting observed classroom strategies and course content to personal beliefs, biases, and emerging professional identity, identifying areas for growth and future leadership. (Aligned to IPES.PR.1; IPES.PR.4)
- Evaluate research-based best practices in education by critiquing instructional strategies, classroom management approaches, and culturally responsive practices using professional texts, course resources, and discipline benchmarks. (Aligned to IPES.IN.3; IPES.A.2)
- Demonstrate foundational understanding of collaboration and communication in education by analyzing how educators work with families, colleagues, and community partners to support student learning, safety, and equitable access to educational opportunities. (Aligned to IPES.CC.2; IPES.CC.7)