Course Requirements

All students need to have sufficient knowledge of the subject they will be teaching.  Illinois State Board of Education requires a minimum of 48 quarter hours (32 semester hours) in the content area subject.  Typically these requirements are met concurrently with the completion of the CSH undergraduate degree program. Prior to admission to the 5th Year Master’s Year, students must meet with their CSH academic advisor to complete an undergraduate degree audit that will include an official written content area evaluation. Any areas of deficiency must be completed prior to beginning student teaching.

All coursework in the content area must earn a grade of C or better. 

  • General Biology I
  • General Biology II
  • General Biology III
  • Ecology
  • Cell Biology
  • Physiology
  • Genetics
  • Biology Elective
  • Biology Elective
  • Biology Elective
  • Biology Elective (with lab)
  • Biology Elective (with lab)
  • College Algebra or Calculus I
  • Trigonometry or Calculus II
  • General Chemistry I
  • General Chemistry II
  • General Chemistry III
  • General Physics I
  • General Physics II
  • General Physics III

Junior Year Coursework : 4 undergraduate quarter hours required

Senior Year Coursework : 4 quarter hours required

Undergraduate/Graduate Double-Counted Courses: 12 undergraduate/graduate quarter hours required, grade of C or better required.

5th Year Master’s Year Coursework, excluding Student Teaching : 32 graduate quarter hours required, grade of C or better required.

Student Teaching: 8 graduate quarter hours required.

Registration in student teaching requires completion of all requirements and procedures listed in the college core section.  EDU 95 indicates to the Illinois State Board of Education that all field experience hours are complete. It is a non-credit, non-tuition course.

Licensure  Tests

All individuals licensed by the Illinois State Board of Education (ISBE) are required to complete licensure tests specific to their teaching license.   Secondary Education Biology students must complete the following tests:

  • Test of Academic Proficiency (TAP) (test #400) - assesses knowledge of reading comprehension, language arts, writing, and math.  Test is required to qualify for Advanced Standing.  *Check with your advisor about qualifying for a waiver with acceptable ACT or SAT test scores.
  • Science: Biology Content Area Test (test #105) – assesses knowledge of biological and physical science.  Test is required before Student Teaching (deadlines apply) 
  • Assessment of Professional Teaching (APT) – assesses knowledge of teaching planning, delivery, assessment, professionalism, and technology. Test is required to be licensed; recommended to be taken before Student Teaching.​
  • EdTPA - assessment conducted during the student teaching experience including video clips of instruction, lesson plans, student work samples, analysis of student learning and reflective commentaries. Students will submit an electronic portfolio to an outside agency for independent evaluation and a fee will be imposed by that agency as part of the assessment.

Field Experiences​

Each student seeking licensure from the College of Education/Professional Education Unit must complete supervised field experiences in appropriate settings in conjunction with education courses. The field experiences must include a variety of grade levels, multicultural experiences, and a minimum of 15 hours in special education settings. All field experiences must be completed prior to final approval for student teaching. Students should enter field experience hours into the FEDS system upon completion of each course with field experience requirements.  For details on requirements, expectations, documentation, & courses in your program that require hours, visit the College of Education website.

TCH 464

INQUIRY & TEACHING OF MIDDLE SCHOOL SCIENCE

This course addresses issues of teaching and learning the sciences at the middle-school level (grades 5 through 8). During the first five weeks, the course focuses on foundational and contemporary theories of middle-school-aged adolescent development. It introduces candidates to theoretical and philosophical issues related to contemporary questions of youth and middle level education. It explores the historical invention of adolescence, changing ideas about the meaning of childhood, as well as some of the broader social, economic, political, and cultural implications of these changing ideas. The last six weeks of the course explore the differences between middle school and high school students within the context of designing science curriculum, creating a classroom environment, and implementing instructional delivery strategies and methods that meet diverse middle school students, including English language learners and students who speak nonmainstream dialects of English.