Content Area Courses

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.  Students should meet with their designated Content Area advisor at the beginning of their program for an official written content evaluation and provide a copy to your academic advisor.  Requirements can be satisfied by undergraduate coursework or courses taken elsewhere.  Content courses must be completed before student teaching.

Requirements for Secondary Education Mathematics

All coursework in the content area must earn a grade of C or better and a minimum of 18 quarter hours (12 semester hours) must be coursework at an undergraduate upper level or graduate level.

  • Calculus I
  • Calculus II
  • Calculus III
  • Intro to Math Reasoning OR Discrete Math I and Discrete Math II
  • Multivariable Calculus I
  • Multivariable Calculus II
  • Linear Algebra
  • Programming Language
  • Abstract Algebra I
  • Theory of Numbers or Abstract Algebra II
  • Geometry I
  • Geometry II or Real Analysis I
  • Probability & Statistics
  • History of Mathematics 

Course requirements

Pre-Education Introductory Courses: 12 quarter hours required, grade of C or better required.

Advanced Standing Courses: 28 quarter hours required, grade of C or better required.

Graduate Level Content Area Course: 8 quarter hours required, grade of C or better required, grade of C or better required.

Two courses in Mathematics at the graduate level are required.  Courses must be taken before student teaching if pursuing degree (not required for individuals pursuing licensure only).  Courses must be approved by your Content Area Advisor prior to registration and requires graduate level registration. 

  • MAT 300 or 400 level math course 1  
  • MAT 300 or 400 level math course 2  

Student Teaching: 8 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.

Recommended/Optional Course

SCG 439 is required for middle school endorsements but is not required for the degree.  If taking SCG 439 for endorsement purposes, a grade of C or better is required.

Master of Arts (M.A.) Degree Requirements: 4 quarter hours required

This is a Master of Arts degree requirement only.  A master’s thesis is written to fulfill the requirements of this course. An oral examination on the thesis is required. 

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 Mathematics majors 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.
  • Mathematics Content Area Test (test #115) – assesses knowledge of both the processes and applications of mathematics.  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. Field experience hours should be entered by the student into the FEDS system when completing courses with field experience requirements. For details on requirements, expectations, documentation, & courses in your program that require hours, visit the College of Education website.​


EDU 25


(0 Credit) This online course provides students with a knowledge about assembling, using, and troubleshooting basic technology hardware and software. In this course, students demonstrate understanding of basic computer setup and the use of peripheral devices such as printers, speakers, flash drives, scanners, digital cameras, videos, and computer software.

T&L 424


This course is an introduction to the DePaul Secondary Education program as well as the professional world of secondary school teaching. In this course, candidates develop the knowledge and skills necessary for being a reflective practitioner. Candidates focus on understanding themselves (professional identity) and their behaviors in teaching situations with students in schools. These insights, combined with subject-matter knowledge, guide the development of various course assignments. Candidates will learn how to observe effectively in a school setting, to identify school governance issues, to understand school environment and the current social issues that shape it, and will experience a variety of teaching methods and resources for their future teaching. Candidates will acquire knowledge of important social concepts and theories that affect education, especially as they affect educational change in urban societies. As candidates become aware of differences in individual, ethnic, and cultural group attitudes, values and needs, they also will learn to recognize the complexities of teaching and learning in a pluralistic society. Candidates will be committed to teaching as a responsible professional who acts ethically as well as in a collegial fashion. In addition to class attendance, candidates are required to complete 15 daytime fieldwork hours as part of the course. This course is a prerequisite to T&L 425. It is highly recommended that this course be taken concurrently with SCG 406.

SCG 410


(formerly CUG 400) This course will examine the basic questions, issues and theoretical frameworks central to the purpose, conceptualization, conduct, writing, reading and the use of educational research as a means for informing educational theory, practice and policy. Students will be exposed to the multiple frameworks which inform education research, the various methodologies employed in collecting and analyzing data and will examine the advantages, limitations and values implicit in conducting and evaluating research.

T&L 436


Prepares for teaching mathematics at the middle school and secondary school levels. Examines contemporary issues in teaching mathematics, methods of teaching secondary mathematics, and recent history in mathematics curriculum development of alternative teaching strategies and the implementation of the NCTM Standards. Lesson and unit development, evaluation and classroom management also will be discussed. PREREQUISITE(S): T&L 405 or T&L 425 and Advanced Standing.
Advanced Teacher Candidate Standing is a prerequisite for this class.

A&S 491


This course concerns theoretical concepts and empirical research relating to administrative behavior in organizations with special reference to educational organizations. Concepts are examined within the typical decisional framework of supervisors, chief school business officers, principles, and superintendents, and similar positions in the helping professions. Assignments are individualized.
Status as an Advanced Masters Education student is a prerequisite for this class.

T&L 611


This course is designed to assist first-year secondary teachers to make the transition from student of teaching to teacher. The course creates a bridge between first-year teachers' formal education and the realities of their classrooms. In particular, the course provides assistance with the following: 1) understanding their induction into the profession; 2) analyzing their new educational contexts; 3) actualizing their educational philosophies; 4) developing their pedagogical knowledge; and 5) identifying and making the most of professional support systems within their schools. Prerequisite: Completion of student teaching or practicing teacher. PREREQUISITE(S): T&L 590 or practicing teacher.
T&L 590 is a prerequisite for this class.