Content Area Prerequisites

Elementary Education teachers need to have an understanding of the subjects taught in classrooms at the Elementary level.  DePaul’s program requires that students in the Elementary program have a minimum of one course in the following areas: writing, fine arts or literature, mathematics*, science, social science, and either US history or American government.  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 will be evaluated by an academic advisor after admission to determine if additional coursework is needed.  Completion of content area requirements are not prerequisites for admission, however coursework must be completed before student teaching.  It is strongly encouraged that applicants meet with an advisor after admission and prior to taking content courses.

*DePaul alumni that have taken LSP 120 or ISP 120 can receive credit towards the math requirement. 

Course Requirements:

Pre-Education Introductory Courses: 17 quarter hours required

Advanced Standing Courses: 31 quarter hours required

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

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.  Elementary 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.
  • Elementary/Middle Grades Content Area Test (test #110) – assesses knowledge of language arts and literacy, mathematics, science, social sciences, the arts, health, and physical education. Test is required before Student Teaching (deadlines apply).
  • Assessment of Professional Teaching (APT) (test #102, grade K-9) – assesses knowledge of teaching planning, delivery, assessment, professionalism, and technology.  Test is required to be licensed, recommended to be taken before Student Teaching.

Field Experiences​

Each student seeking licensure from the College of Education/Professional Education Unit must complete supervised field experiences in appropriate lab settings in conjunction with education courses. Students are required to register for one lab for designated paired course.  For example, during the first quarter of the program students must register for T&L 404 and SCG 403 plus one field experience lab.  During the quarter when students take T&L 413 and LSI 446, a public school that services students with special needs is required.  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 404


This is the first in a sequence of theory and practice courses that serves to familiarize teaching candidates with the world of elementary and middle schools. Through observation and participation in schools, self-reflection, independently created assignments, cooperative learning assignments and classroom discussion, candidates will acquire familiarity with schools and classrooms including: social/cultural context, classroom climate, classroom management, curricular coherence, standards-based instruction, and teacher professional beliefs and practices. Written critical reflections and papers serve as initial foundation for the development of teaching philosophies. COREQUISTES: For T&L EE majors, concurrent enrollment in SCG 403 and T&L 583 is required.

SCG 403


This course will focus on the developmental processes of school-age children, kindergarten through middle school, by beginning with the study of the young child's social, emotional, cognitive, and physical growth and change. The theoretical and observational study of child development will be framed by an examination of culture, gender, and socio-economic factors as they inform assumptions about normative processes. The relationship between development and learning in a social context will be examined with particular attention to children's developing concepts in math, science, and language arts. Attention will also be given to the role of teachers and schools and other institutions in fostering the healthy development and learning of young people.

T&L 583


This field-based course will facilitate preservice teacher candidates' experiences working in elementary and middle school classrooms. This supervised field experience is an opportunity to apply content and pedagogical knowledge in authentic settings. 24 clock hours are scheduled at school sites and visible during registration though subject to modification based changes in schools' schedules. Students will enroll in this course multiple times during their program across diverse sites and will engage in different activities aligned with concurrent courses. COREQUISITES: For T&L EE majors, T&L 404 and SCG 403; or T&L 412 and T&L 416; or T&L 413 and LSI 446.

T&L 418


This course focuses on the arts (visual art, music, drama and dance) as an integral component of teaching and learning in the elementary school curriculum. Students will explore a variety of art forms and disciplines to develop a critical aesthetic and artistic vocabulary. Students learn to help children utilize artistic media in the exploration and expression of thoughts and feelings. Emphasis is placed on design, construction, and implementation, and assessment of authentic conceptual classroom arts activities that integrate the arts with other classroom curricula. Daytime clinical hours (10) are required during this course. Formerly CDG 418. COREQUISITES: For T&L EE majors, concurrent enrollment in SCG 408 is required.

SCG 408


A study of social forces that impinge upon the educational enterprise and analysis of the relationship to major social problems in urban education with emphasis on their social, economic, political, historical and philosophical dimensions.

SCG 409


This course focuses on the relationship between school structures and culture, social relations of race, ethnicity, class, and gender, and ideologies organizing education in the United States. Students will explore a range of theories in the sociology of education atha5t explore linkages between school structures and processes and broader social forces. Readings may examine the political economy of schooling, inequalities in educational practices, and student and teacher identities shaped by schools and the larger society.

SCG 411


This course examines the relationship of education to the moral and ethical dilemmas or predicaments of the human condition. It will entail issues related to the nature of education's responsiveness, or lack there of, to the concerns of the human condition: for example, human alienation, suffering, success and failure, caring, freedom, responsibility, liberaiton and agency. Special attention will be given to how these concerns influences or have social, cultural and political implications for how teachers address them within the teaching and learning process.

T&L 412


This course focuses on the curriculum content and sequence, instructional and assessment strategies as well as considerations integral to the creation of authentic, effective emergent literacy environments and engagements for pre-kindergarten through third grade. Theory and practice principles are woven into course assignments and required field experiences designed to observe, teach, and reflect upon instructional decisions made for individual as well as groups of children. Prevailing curricular and instructional models (e.g., code-based, meaning-oriented, balanced) and their histories are compared and contrasted. The influences of development, home language(s) and dialect(s) (especially those of U.S. metropolitan areas), and educational settings are studied and applied to candidate instructional planning and teaching. Case studies and lesson planning facilitate the application of course content. PREREQUISITE(S): For T&L EE majors prereq is T&L 404 and advanced standing; for T&L ECE majors prereq is T&L 408 or T&L 432 and Advanced Standing. COREQUISTES: For T&L EE majors, concurrent enrollment in T&L 416 and T&L 583 is required.
Advanced Teacher Candidate Standing is a prerequisite for this class.

T&L 416


This course is an introduction to materials, processes for developing, and strategies for mathematical literacy in grades K-8. Particular attention will be given to the theoretical views about how children learn mathematics, the proper use of manipulative materials, the development of mathematical thinking, e.g., skills in estimation, pattern recognition, or spatial perception; the use of technology, and ways to assess student progress. Lesson planning, teaching, and critical reflection are an integral component of this course. Clinical hours required. PREREQUISITE(S): T&L 409 or T&L 404 and Advanced Standing. COREQUISITES: For T&L EE majors, concurrent enrollment in T&L 412 and T&L 583 is required.
Advanced Teacher Candidate Standing is a prerequisite for this class.

LSI 446


Identification, characteristics, programs, schools, curricular variations, techniques for securing maximal development. Includes historical background, current legal and service provision issues including mainstreaming and inclusion.
Advanced Teacher Candidate Standing is a prerequisite for this class.

T&L 413


This course extends Emerging Reading and Language Arts to facilitate increased independence in students as strategic readers and competent writers. It focuses on the further development of reading comprehension and writing abilities in the intermediate grades and middle school. Emphasis is placed on the complex nature of literacy addressing issues such as content-area literacies, learning in and across languages, and critically consuming and producing a wide variety of texts (including online, multimedia and print based). Application of course material is facilitated through fieldwork focusing on the design, teaching, and reflection on literacy lesson(s) for intermediate learners. PREREQUISITE(S): T&L 412 and Advanced Standing. COREQUISTIES: For T&L EE majors, concurrent enrollment in LSI 446 and T&L 583 in a public school is required.
T&L 412 and Advanced Teacher Candidate Standing are a prerequisite for this class.

T&L 415


This course is an introduction to materials, methods and strategies for helping students in grades K-8 become scientifically literate: ie., to understand the nature of science and its impact on technology and science. Particular attention will be given to theoretical views about how children learn science, the proper use of materials and equipment, the development of scientific thinking, e.g., skills in observing, classifying collecting, and interpreting data, questioning strategies, and ways to assess student progress. Inquiry based lesson plans and case studies invite application of course content. Daytime field required during this course. PREREQUISITE(S): T&L 409 or T&L 404, & Advanced Standing and for T&L EE majors completed application to student teaching. COREQUISTES: For T&L EE majors, concurrent enrollment in T&L 419 and T&L 584 is required.
Advanced Teacher Candidate Standing is a prerequisite for this class.

T&L 419


This course is an introduction to an integrated view of social studies for engaged citizenship. Thorough the study of strategies (such as concept formation, historical inquiry, role-play, etc), materials (such as primary sources) teacher candidates will learn and apply principles of curricular integration to create curriculum/units that engage elementary learners in the exploration of issues, ideas, and perspectives that impact our world. PREREQUISITE(S): T&L 409 or T&L 404, & Advanced Standing and for T&L EE majors completed application to student teaching. COREQUISTES: For T&L EE majors, concurrent enrollment in T&L 415 and T&L 584 is required.
Advanced Teacher Candidate Standing is a prerequisite for this class.

T&L 584


This field-based experience occurs in teacher candidates' student teaching sites. Scheduling is negotiated between teacher candidate and mentor teacher based on classroom social studies and science content area schedule. This supervised field experience is an opportunity to apply content and pedagogical knowledge as well as gain introductory contextual understandings of student teaching site. For T&L EE majors, completed application to student teaching. COREQUISITES: For T&L EE majors, T&L 419 and T&L 415.

T&L 422


This course focuses on study, use, and evaluation of assessment practices in diverse, K-8 contexts. Assessment is addressed as part of instructional systems, attending to issues including: the appropriate use of standardized measures, formal and informal classroom assessment, portfolio development, as well as reporting to all stakeholders. This course also emphasizes ways of involving students and parents in assessment processes, how to observe and assess children individually and in classroom settings, and the use of numerous technologies as components of a classroom assessment system. PREREQUISITE(S): SCG 403, T&L 404, and one Curriculum and Strategies course (e.g., T&L 412, T&L 413, T&L 415, T&L 416, T&L 418, T&L 419).
Advanced Teacher Candidate Standing is a prerequisite for this class.

T&L 585


(6 quarter hours) Students will be placed for a minimum of 10 weeks in an elementary school. Seminar will meet once a week, in the participating schools and/or at DePaul. At first, they will focus on issues of immediate concern to student teachers. As the students gain experience the seminar will examine six or eight classroom issues, that is, topics which students have found to be significant on the basis of their experience. These would include such things as assessment, evaluation, classroom management, curriculum planning, and relationships with colleagues. After delineating what the issues are, students would be expected to analyze and discuss readings which relate to the issues. PREREQUISITE(S): Application and approval required. Open only to DePaul student.

T&L 586


(2 credit hours) This course is taken concurrently with T&L 585, Elementary Student Teaching. In this course, students will have opportunities to reflect on their student teaching experience and prepare materials to support their employment searches and career as teachers. COREQUISITE(S): T&L 585

EDU 95


(no credit) Required of all students. Observations and participatory experience with children and youth in a school or agency. This course is a prerequisite for student teaching and related professional courses.

SCG 439


This course examines foundational and contemporary theories of youth and adolescent development. It considers how these theoretical ideas relate to contemporary questions of youth and middle level education. The course 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. This course seeks to develop in prospective educators a broader capacity to theorize about youth and schooling, and, hence, to act critically and reflectively in multiple contexts in which youth learn.

T&L 589


A student writing a thesis registers for this course for four quarter hours of credit. Where the thesis research and the writing of the thesis itself are prolonged beyond the usual time, the program advisor may require the student to register for additional credit.