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Graduate Secondary Teaching Licensure

The Master of Science/Mathematics Education Teacher Licensure Option is designed for individuals who already possess a bachelor's degree (preferably in an area of science or mathematics) and wish to pursue both a teaching licensure and a master's degree. This accelerated course of study allows the student to meet all of the requirements to be licensed by the state of Illinois to teach secondary science or mathematics and a master's degree in just 45 credit hours instead of 54 credit hours that would be required if licensure and a master's degree were pursued separately.

For additional information about your specific program and concerns, please contact Norman Lederman by email at or by phone at 312.567.3658.

Program Requirements 

Required Courses

Analysis of Classrooms II (Practicum and Seminar)

This course includes a two-hour seminar on campus each week along with approximately five hours per week in an area school. This is an introductory course that provides students background in learning theory, motivation theory, classroom management, aspects of effective teaching, critical classroom variables, and the school as a system. 2-5-3 (C)

Science/Mathematics Curriculum

This lecture/discussion course focuses on history/sociology of education, rationales and goals of current reform efforts, curriculum design, development, and curriculum analysis. 3-0-3 (C)

Instructional Methods/Strategies

Discussion/laboratory oriented course that focuses on instructional planning, implementation considerations of various teaching methods, and development of instructional activities. Students are also provided with opportunities to practice instructional skills in peer teaching lessons. 3-0-3 (C)

Instructional Methods/Strategies II

Follow-up course to Instructional Methods/Strategies I with a strong focus in various advanced instructional models such as inductive, deductive, synectics, inquiry role development, and cooperative learning. Students will have several opportunities to practice instructional models in peer teaching lessons. 3-0-3 (C)

Inquiry and Problem Solving

This course provides students with opportunities for reflection on aspects of inquiry/problem solving, and nature of science/mathematics. Provides background for student development of instructional materials focusing on inquiry/problem solving and nature of science/mathematics. 3-0-3(C)

Informal Education Practicum and Seminar

Students spend approximately five hours per week in an informal education venue (e.g., museum, aquarium, zoo) along with a two hour on-campus course per week. This course will help students develop an understanding of the roles informal institutions can plan in math/science achievement and the ability to create instructional materials that capitalize on these community resources. 2-5-3 (C)

Professional Internship

Capstone experience in which students assume continuous teaching responsibilities in at least three classes in an area school. Students will spend a full semester in the area school under the supervision of a classroom teacher and university supervisor. 0-40-6 (C)

Advanced Strategies

A course that provides additional exposure and development of instructional strategies and models of science teaching. Special emphasis is placed upon promoting critical thinking and decision making.

Clinical Supervision

Provides for the development of a variety of classroom observation techniques and clinical supervision skills. 3-0-3

Assessment and Evaluation

Contemporary assessment and evaluation theory and the development of valid cognitive, affective, and psychomotor assessment items/tasks. In-depth attention is given to the development and scoring of alternative assessment techniques such as portfolios and projects. 3-0-3

Psychology Course (Learning, Cognition, Motivation)

Graduate-Level Mathematics/Science Courses