A powerful, practical learning experience
Our Alternative Licensure Program enables you to earn a teacher’s license and a master’s degree at the same time. It’s ideal for new professionals who are attracted to the challenge of a one-year paid residency in a high-need or under-resourced school. The program is highly efficient. In traditional teacher preparation programs, you take all coursework leading to your licensure prior to completing your clinical practice experience. In our program, you jump directly into teaching-with plenty of backup from our outstanding faculty and your onsite professional colleagues. The program takes just one year. Upon completion, you’re eligible for both a master’s degree and your Professional Educator License (PEL).
An exceptional School of Education
Dominican’s School of Education has an outstanding reputation for preparing effective teachers who are profoundly committed to the profession’s essential values of scholarship and service-who become leaders in this indispensable field. Our academic programs seamlessly combine theory and practice. You’ll form partnerships with outstanding professors in the classroom and in field experiences. You’ll gain the critical skills and professional confidence you’ll need to support student success across a wide spectrum of educational settings-in urban, suburban, public, private, faith-based, multicultural and charter schools. You’ll truly enjoy learning alongside a diverse cohort of fellow students who will become lifelong colleagues.
The School of Education offers candidates with a bachelor’s degree an alternative route to attaining an initial Professional Educator License in the state of Illinois. In this program candidates complete an intensive summer experience of courses and internship and earn an Educator License with Stipulations. They then secure a full-time teaching position. Following successful completion of the one-year program of classes and residency, candidates will be eligible for a Master of Arts in Teaching (MAT) degree or a Master of Science in Special Education degree and the Professional Educator License (PEL).
Alternative licensure programs are offered in the following areas:
- Elementary (including Early Childhood and option for ESL and/or Bilingual Endorsements)
- Middle: English/ Language Arts
- Middle: Mathematics
- Middle School: Science
- Middle School: Social Sciences
- Secondary: Biology
- Secondary: Chemistry
- Secondary: English/Language Arts
- Special Education including ECSE Approval and option for ESL/Bilingual Approval
Unlike a traditional teacher-preparation program, the alternative licensure programs make it possible for individuals with bachelor’s degrees to take necessary coursework while completing required teaching experience. The program is one year in length and requires candidates to complete a residency (full-time teaching) while enrolled in course work in the evenings and on weekends.
Program Structure
Pre-residency
The pre-residency is completed during the first summer in the program. Candidates enroll in two graduate education courses specific to their chosen area of study. They also complete a teaching internship. In order to continue in the program beyond the pre-residency, candidates must 1) submit a Pre-Residency Assessment Project and receive a passing rating. 2) receive an acceptable rating on the Summer Intern Evaluation Tool or comparable instrument, and 3) pass the content test(s) required for their licensure area. Upon completed residency, candidates will receive their Educator License with Stipulations.
Residency & Coursework
Beginning in the fall semester following pre-residency, candidates complete a two-year residency as the teacher of record in a high-need or under-resourced school while simultaneously completing the graduate course of study. During residency, candidates receive the support of a University Supervisor who visits their classrooms on a regular basis to observe and provide feedback. Candidates are also assigned a mentor teacher at their schools to provide additional support.
Candidates who are accepted into an alternative licensure program, but who are not currently teaching, are responsible for finding a teaching position in a high-need or under-resourced school. The School of Education will provide suggestions on schools or districts, but it is the candidate’s responsibility to find a position. Candidates will go through the typical application process that any teacher seeking a K-12 position would pursue. Your first step?
While completing residency, candidates complete coursework toward licensure. A description of the program of study for each program is provided below. In order to progress from year 1 in the program to year 2, candidates must 1) earn passing grades (C- or higher) and maintain a 3.0 cumulative GPA in all program coursework, and 2) be recommended by both the university supervisor and school principal to continue in the program. Both the university supervisor and principal will formally assess candidates teaching performance.
Candidates need to successfully complete the Education Teacher Performance Assessment (edTPA) by the end of the program. In order to complete the program and receive their degree and Professional Educator License, candidates must have earned a cumulative GPA of 3.0 or higher; 2) have received ratings of “developing,” “acceptable” or “exemplary” on each of dispositions identified by the School of Education; candidates cannot have ratings of “unacceptable;” 3) be recommended by both the university supervisor and school principal based on a formal assessment of teaching performance. If either the university supervisor or school principal has concerns about a candidate’s teaching performance, the candidate may continue into a second year of residency. An intervention/remediation plan would be put into effect that would outline resources and support to be provided to the candidate and a clear statement of expectations that a candidate would need to address according to a prescribed timeline.
NOTE : Those candidates who receive an overall “unsatisfactory” rating from the university supervisor and principal at the end of the second year of residency would exit the program without eligibility for entitlement for licensure.Candidates who are dismissed from their teaching position may be dismissed from the program.
Program of Study-Alternative Licensure MIDDLE/SECONDARY LEVEL MAT/PEL
| COURSE NUMBER |
COURSE TITLE |
CREDIT HOURS |
| Summer 1 |
|
|
| EDUA 503 |
Introduction to Teaching and Core Practices |
3 |
| EDUA 503 i |
Intensive Teaching Internship |
2 |
| EDUA 588 |
Meth of Reading & Reading in the Content Areas MS/Sec |
3 |
| |
Total for Summer |
8 |
| Fall |
|
|
| EDUA 564 (Blocked w/SPEA 521) |
General Methods of Teaching and Assising in ELA Language Arts/General Science/Math/Social Science, Mid and Sec Level |
3 |
| SPEA 521 (Blocked w/EDUA 564) |
Exceptional Children: Characteristics and Methods for Supporting Learning in the General Education Classroom |
3 |
| EDUA 593/EDUA 594 |
Middle (593) or Secondary (594) Education Residency |
2 |
| |
Total for Fall |
8 |
| Spring |
|
|
|
EDUA 566 ELA/EDUA 557 S.S./EDUA 558 MATH/
EDUA 559 SCIENCE
|
Methods in Mid/Sec (English Language Arts/General Science/Math /Social Science) |
3 |
| EDUA596 |
Teaching Capstone in MS/Sec Education |
2 |
| EDUA 655 |
Language and Culture |
3 |
| EDUA 593/EDUA 594 |
Middle (593) or Secondary (594) Education Residency* |
2 |
| |
Total for Spring |
10 |
| |
|
|
| SUMMER II |
|
|
| Required of all MS/Secondary Programs |
|
|
| EDUA 589 |
Cognition, Learning, and Assessment |
3 |
| EDUA 579 |
School and Society: Critical Issues in Education |
3 |
| (Elective: Check w/Advisor for appropriate required course) |
|
|
| EDUA 583 (ELA) |
Childen’s and Young Adult Literature (ELA only-required to meet ISBE content knowlege requirement) |
3 |
| EDUA 657 (MATH, SCI, SS) |
Foundations of Language Teaching and Learning (MATH, SCI, SS) |
3 |
| |
Total for Summer |
9 |
| |
MAT/PEL Total Credit Hours |
35(+2-4*) |
| Optional SECOND YEAR for ESL of Bilingual endorsement; and/or Residency* |
|
|
| Fall/Spring (Year 2) |
|
|
| EDU 654 |
Assessment of Eng. Lang. Learners |
3 |
| EDU 656 |
Linguistics |
3 |
| Check w/Advisor for required additional MAT/endorsement courses as needed: |
|
|
| EDU 657 (ELA for ESL Endorsement) |
Foundations of Language Teaching and Learning |
3 |
| EDU 653 (Bilingual Endorsement) |
Methods/Materials of Bilingual Educ (Need TLP Test) |
3 |
| EDUA 593/EDUA 594* |
Middle (593) or Secondary (594) Education Residency* (only if indicated by Principal & Epp Coordinator) |
2* |
| |
Total ESL/Bilingual Endorsement Credit Hours |
6-9 |
Program of Study-Alternative Licensure MIDDLE/SECONDARY LEVEL MATH/PEL
| Course Number |
Course Title |
Credit Hours |
| Summer 1 |
|
|
| EDUA 503 |
Introduction to Teaching and Core Practice |
3 |
| EDUA 503i |
Intensive Teaching Internship |
2 |
| EDUA 588 |
Methods of Reading & Reading in the Content Areas MS/Sec |
3 |
| |
Total for Summer |
8 |
| Fall |
|
|
| EDUA 564(blocked w/ SPEA 521) |
General Methods of Teaching and Assessing in ELA Language Arts/ General Science/ Math/Social Science, Mid and Sec Level |
3 |
| SPEA 521 (Blocked w/EDUA 564) |
Exceptional Children: Characteristics and Methods for Supporting Learning in the General Education Classroom |
3 |
| EDUA 593/EDUA 594 |
Middle(593) or Secondary (594) Education Residency |
2 |
| |
Total for Fall |
8 |
| Spring |
|
|
| EDUA 555 ELA, EDUA 557 S.S., EDUA 558 MATH, EDUA 589 Soc Sci |
Methods in Mid/Sec (English Language Arts/General Science/Math/Social Science) |
3 |
| EDUA 596 |
Teaching Capstone in MS/Sec Education |
2 |
| EDUA 655 |
Language and Culture |
3 |
| EDUA 593/EDUA 594 |
Middle (593) or Secondary (594) Educatio Residency* |
2 |
| |
Total for Spring |
10 |
| Summer 2 |
|
|
| Required of all MS/Secondary Programs: |
|
|
| EDUA 589 |
Cognition, Learning, and Assessment |
3 |
| EDUA 579 |
School and Society: Critical Issues in Education |
3 |
| Elective: Check w/Advisor for appropriate additional required courses |
|
|
| EDUA 583 (ELA) |
Children’s and Young Adult Literature (ELA only-required to meet ISBE content knowledge requirements |
3 |
| EDUA 657 (Math, Sci, SS) |
Foundations of Language Teaching and Learning (Math, SCI, SS) |
3 |
| |
Total for Summer |
9 |
| |
MAT/PEL Total Credit Hours |
35(+2-4*) |
| Optional SECOND YEAR for ESL or Bilingual endorsement; and/or Residency* |
|
|
| Fall/Spring (Year 2) |
|
|
| EDU 654 |
Assessment of Eng. Lang. Learners |
3 |
| EDU 656 |
Linguistics |
3 |
| Check w/Advisor fo required additional MAT/endorsement courses as needed: |
|
|
| EDU 657 (ELA for ESL Endorsement) |
Foundations of Language Teaching and Learning |
3 |
| EDU 653 (Bilingual Endorsement) |
Methods/Materials of Bilingual Educ (Need TLP Test) |
3 |
| EDU 592 |
Residency* (only if indicated by Prinicpal and EPP Coordinator) |
2* |
| |
Total ESL/Bilingual Endorsement Credit Hours |
6-9 CH |
Program of Study-Special Education Alternative Licensure
| Course Number |
Course Title |
Credit Hours |
| Summer 1 |
|
|
| EDUA 689 |
Introduction to Teaching & Early Field Experience |
3 |
| EDUA 689 I |
Introduction to Teaching & Early Field Experience (Internship) |
2 |
| SPEA 521 |
Exceptional Children: Characteristics & Methods for Supporting Learning in the General Education Classroom |
3 |
| |
Total for Summer |
8 |
| Fall 1 |
|
|
| SPEA 591 |
Assessment & Individualized Planning In SPED |
3 |
| EDUA 533 |
Reading/Writing Instruction & Improvement |
3 |
| SPEA 699 |
Seminar in Special Education |
1 |
| SPEA 706 |
Residency in Special Education |
2 |
| |
Total for Fall |
9 |
| Spring 1 |
|
|
| SPEA659 |
Managing Challenging Behavior |
3 |
| EDUA 566 |
Teaching Mathematics for Elementary & Middle Level |
3 |
| SPEA 699 |
Seminar in Special Education |
1 |
| SPEA 706 |
Residency in Special Education |
2 |
| |
Total for Spring |
9 |
| Summer 2 |
|
|
| SPEA 664 |
Curriculum and Methods for Students with Moderate to Severe Disabilities |
3 |
| SPEA 690 |
Evidence Based Instruction for Students w/Disabilities |
3
|
| EDUA 589 |
Cognition, Learning & Assessment (Redesigned to include child development and educational psychology) |
3 |
| |
Total for Summer |
9 |
| |
Total for PEL/MSPED |
35 |
| Optional 2nd Year Courses for ESL Approval |
|
|
| Fall and/or Spring |
|
|
| EDUA 654 |
Assessing English Language Learners3 |
|
| EDUA 657 |
Foundations of Language Teaching and Learning |
3 |
| SPEA 706 |
Residency in Special Education* (only if indicated y Principal and EPP Coordinator) |
(2*)
|
| |
Total for PEL, MSSPED, & ESL Approval |
6 |
Early Childhood Special Education Approval (ECSE) Approval to MSSPED degree (ALP and traditional) and to the Undergraduate BA in SPED degree.
Coursework:
Area - Early childhood special education assessment
Courses
SEDU 370 - Planning and Assessment in Special Education
SPED 663 - Planning and Assessment in Special Education
SPEA 691 - Assessment and Individualized Planning in Special Education
Area-Methods of instruction in early childhood special education
Courses
SEDU 376 - Academic Methods for Elementary and Middle Level Students with Disabilities
SPED 662 - Academic Methods of Special Education
SPEA 690 - Evidence-Based Instruction for Students with Disabilities
Area-Development of language in the young child
Courses
EDUC 373 - Methods and Materials for Teaching Reading and Writing in the Elementary Classroom
EDU 533 - Reading and Writing Instruction and Improvement
Area-Child, family, and community relationships
Courses
EDUC 332 - Cognition, Learning, and Assessment
EDUA 589 - Cognition, Learning, and Assessment (for SPED candidates only)
