Secondary Education (BSEd)
Loyola's secondary education program is designed for undergraduates seeking to become licensed high school educators. Secondary Education pathways include both a secondary education major and a major in an additional content area (English, History, Mathematics, Political Science, or Psychology). To be a Science teacher, you can specialize in Biology, Chemistry, or Physics in our dual bachelor's/master's degree program (presently on hold).
All of Loyola’s Bachelor of Science in Education (BSEd) students complete the Teaching, Learning, and Leading with Schools and Communities (TLLSC) curriculum. This approach emphasizes authentic practices in real classrooms. TLSC modules largely take place in school and community settings across the City of Chicago, and were designed with four Cornerstones in mind—partnering with schools and communities, classroom diversity, ongoing classroom experience, and participating in professional learning communities.
Upon graduation, Secondary Education majors earn a BSEd in Secondary Education, and a BSEd or BA in their content area. They are eligible for the Illinois State Board of Education Professional Educator License (PEL) in their secondary content area, as well as the English as a Second Language (ESL) endorsement and the International Baccalaureate (IB) certificate.
Curriculum
The order of the TLLSC curriculum is fixed; therefore we recommend that you refer to the Suggested Sequence of Classes tables (further down on this page) to locate the specific requirements of your major. The Curriculum table below provides general information about requirements for all Secondary Education majors.
Course Requirements
Your degree program as a Secondary Education major will include Core Curriculum, School of Education, and content area major courses. These requirements vary by major, and you should consult the Suggested Sequence of Classes table for your major’s unique requirements. Each of these types of requirements is explained in the table below.
| Code | Title | Hours |
|---|---|---|
| University Core courses | ||
| Core requirements are typically met by taking 16 courses across ten central areas of knowledge and inquiry. Some Core requirements may be met by taking pre-approved courses within the Secondary Education major (e.g., ELPS 219 and ELPS 302). Certain Core requirements may be met by taking the courses in your content area major or through transfer credit. Consult the Suggested Sequence of Classes tables below to identify the Core requirements for each content area, and always consult with the SOE undergraduate advisor about which Core requirements apply to your major. | ||
| Content area major courses | ||
| These courses provide you with required foundational knowledge of the content area you plan to teach (e.g., mathematics, social sciences, English). Content area courses are usually offered through the College of Arts and Sciences and include students from other majors across the University. The specific required courses within your content area major (as well as any electives) are indicated in the Suggested Sequence of Classes tables below. Because of the strong concentration of this coursework in your content area, your content area major courses typically address not only degree and licensure requirements, but an area of the University Core as well. The SOE undergraduate advisor will guide you through these requirements. | ||
| School of Education CIEP and ELPS Courses | ||
| Education degree requirements include a small number of courses offered within the School of Education and designed for Education majors. At times, these courses address a specific University Core requirement; for example, all Secondary Education majors meet the Philosophical Tier 2 Core requirement by taking ELPS 302. Secondary English and Math majors must take ELPS 219 (Tier 2 Historical), and only Secondary English majors must take CIEP 350. | ||
| CIEP 350 | Adolescent Literature | 3 |
| ELPS 219 | American Education | 3 |
| ELPS 302 | Philosophy of Education | 3 |
| School of Education field-based TLSC modules | ||
| TLSC modules must be taken in order and in established groups each semester, called Sequences. As you move through the three TLLSC Phases, you will gain extensive field experience, as well as knowledge and skills that will help you stand out from graduates of other teacher education programs. You will enter the field prepared to work in today’s diverse classrooms with students of many backgrounds. The TLLSC secondary curriculum includes a one-year internship (TLSC 360, TLSC 370, TLSC 380) in a high school under the supervision of a licensed and experienced teacher in your content area in collaboration with a University Supervisor. You must also enroll in Professional Learning Communities (PLCs) each fall (TLSC 300A) and spring (TLSC 300B). In these PLCs, you will collaborate with the other students in your major and content area. PLCs are led by faculty experts in each content areas. To better understand how this curriculum will look over your four-year undergraduate experience, you should visit the Suggested Sequence of Classes table for your content area. TLSC modules are listed below in numerical order. | ||
| Phase One - Exploration | ||
| TLSC 110 | The Profession and Our Program (TLLSC) | 1 |
| TLSC 120 | Bringing Language, Learning & Development Theory into Practice | 2 |
| TLSC 130 | Sequence One: 130 Community Immersion | 1 |
| TLSC 140 | Teaching, Learning and Leading for Social Justice | 1 |
| TLSC 150 | Constructive Learning Environments For Diverse Students | 1 |
| TLSC 160 | Analyzing Culturally-Responsive Classroom Instruction | 1 |
| TLSC 210 | Educational Policy For Diverse Students | 2 |
| TLSC 221 | Individualized Instruction and Assessment for Diverse Learners | 2 |
| TLSC 222 | Authentic Assessment and Instruction for Bilingual Learners | 2 |
| TLSC 300A | Professional Learning Communities (Secondary Education majors must enroll each fall in the TLSC 300A section that corresponds with their major/content area. Fall/Spring PLC credit is issued in the spring. Students must enroll in PLCs every semester.) | 0 |
| TLSC 300B | Professional Learning Communities (Secondary Education majors must enroll each spring in the TLSC 300B section that corresponds with their major/content area. Students must enroll in PLCs every semester.) | 1 |
| Phase Two - Concentration | ||
| Phase Two includes one full semester (usually the fourth) of content area coursework and no TLSC modules. | ||
| TLSC 310 | Language and Literacy for Diverse Students | 2 |
| TLSC 320 | Using Classroom Data in a Collaborative Env to Advance Student Achievement | 2 |
| TLSC 330 | Discipline-Specific Literacy for Diverse Students | 2 |
| TLSC 340 | Teaching and Learning in an Area of Specialization | 2 |
| TLSC 350 | Teaching and Learning with a Global Framework | 4 |
| Phase Three - Specialization | ||
| TLSC 360 | Developing Rigorous and Relevant Instruction & Assessment | 3 |
| TLSC 370 | Design&Implement Rigorous&Rlvnt Instrctn&Assmt: Tching Perform Assmt Prep | 3 |
| TLSC 380 | Tching, Lrning & Leading with Schools & Communities Internship: Stud Tching | 12 |
| Total Hours | 53 | |
Suggested Sequence of Courses
The below sequence of courses is meant to be used as a suggested path for completing coursework. An individual student’s completion of requirements depends on course offerings in a given term as well as the start term for a major or graduate study. Students should consult their advisor for assistance with course selection.
English Subject Area
| Sequence 1 | Hours | |
|---|---|---|
| TLSC 300A | Professional Learning Communities (ELA) | 0 |
| TLSC 110 | The Profession and Our Program (TLLSC) | 1 |
| TLSC 120 | Bringing Language, Learning & Development Theory into Practice | 2 |
| TLSC 130 | Sequence One: 130 Community Immersion | 1 |
| UCWR 110 | Writing Responsibly | 3 |
| CORE | Historical Knowledge Tier I | 3 |
| ENGL | English Major Course | 3 |
| UNIV 101 | First Year Seminar | 1 |
| Submit required documentation and background check prior to program entry | ||
| Hours | 14 | |
| Sequence 2 | ||
| TLSC 300B | Professional Learning Communities (ELA) | 1 |
| TLSC 140 | Teaching, Learning and Leading for Social Justice | 1 |
| TLSC 150 | Constructive Learning Environments For Diverse Students | 1 |
| TLSC 160 | Analyzing Culturally-Responsive Classroom Instruction | 1 |
| Select one of the following: | 3 | |
| The Writing of Poetry | ||
| The Writing of Fiction | ||
| Writing Creative Nonfiction (Artistic Core) | ||
| ENGL | English Major Course | 3 |
| CORE | Quantitative | 3 |
| CORE | Theological & Religious Studies Tier I | 3 |
| Hours | 16 | |
| Sequence 3 | ||
| TLSC 300A | Professional Learning Communities (ELA) | 0 |
| TLSC 210 | Educational Policy For Diverse Students | 2 |
| TLSC 221 | Individualized Instruction and Assessment for Diverse Learners | 2 |
| TLSC 222 | Authentic Assessment and Instruction for Bilingual Learners | 2 |
| CIEP 350 | Adolescent Literature 1 | 3 |
| ENGL 293 | Advanced Writing | 3 |
| ELPS 219 | American Education (Historical Tier II) | 3 |
| CORE | Scientific Tier I | 3 |
| Hours | 18 | |
| Sequence 4 | ||
| TLSC 300B | Professional Learning Communities (ELA) | 1 |
| ENGL 303 | Grammar: Principles & Pedagogy | 3 |
| ENGL 294 | Writing in/with New Media | 3 |
| CORE | Philosophical Knowledge Tier I | 3 |
| CORE | Scientific Tier II | 3 |
| CORE | Societal Knowledge Tier I | 3 |
| Hours | 16 | |
| Sequence 5 | ||
| TLSC 300A | Professional Learning Communities (ELA) | 0 |
| TLSC 310 | Language and Literacy for Diverse Students | 2 |
| TLSC 320 | Using Classroom Data in a Collaborative Env to Advance Student Achievement | 2 |
| TLSC 330 | Discipline-Specific Literacy for Diverse Students | 2 |
| CORE | Societal Tier II | 3 |
| ENGL | English Major Course | 3 |
| ENGL | English Major Course | 3 |
| LANG | Foreign Language 101-level | 3 |
| Apply for One-Year internship by October 1 | ||
| Hours | 18 | |
| Sequence 6 | ||
| TLSC 300B | Professional Learning Communities (ELA) | 1 |
| TLSC 340 | Teaching and Learning in an Area of Specialization | 2 |
| TLSC 350 | Teaching and Learning with a Global Framework | 4 |
| ENGL | English Major Course | 3 |
| ENGL | English Major Course | 3 |
| CORE | Theological and Religious Studies Tier II | 3 |
| LANG | Foreign Language 102-level | 3 |
| Take English Language Arts Content Area Test from the IL Licensure Testing Service | ||
| Hours | 19 | |
| Sequence 7 | ||
| TLSC 300A | Professional Learning Communities (ELA) | 0 |
| TLSC 360 | Developing Rigorous and Relevant Instruction & Assessment (WI) | 3 |
| TLSC 370 | Design&Implement Rigorous&Rlvnt Instrctn&Assmt: Tching Perform Assmt Prep | 3 |
| ELPS 302 | Philosophy of Education (Philosophical Tier II) | 3 |
| ENGL | English Major Course | 3 |
| ENGL | English Major Course | 3 |
| CORE | Ethics | 3 |
| Apply for May Graduation in LOCUS by October 1 | ||
| Hours | 18 | |
| Sequence 8 | ||
| TLSC 300B | Professional Learning Communities | 1 |
| TLSC 380 | Tching, Lrning & Leading with Schools & Communities Internship: Stud Tching (Engaged Learning) | 12 |
| Must have passed English Language Arts Content Area Test prior to Sequence 8 Student Teaching | ||
| Hours | 13 | |
| Total Hours | 132 | |
- 1
Secondary English section of CIEP 350 Adolescent Literature is offered in the Fall semester only.
English Department Requirements
History Subject Area
| Sequence 1 | Hours | |
|---|---|---|
| TLSC 300A | Professional Learning Communities (Social Sciences) | 0 |
| TLSC 110 | The Profession and Our Program (TLLSC) | 1 |
| TLSC 120 | Bringing Language, Learning & Development Theory into Practice | 2 |
| TLSC 130 | Sequence One: 130 Community Immersion | 1 |
| UCWR 110 | Writing Responsibly | 3 |
| HIST | History Major Course | 3 |
| CORE | Literary Knowledge & Experience Tier I | 3 |
| UNIV 101 | First Year Seminar | 1 |
| Submit required documentation and background check prior to program entry | ||
| Hours | 14 | |
| Sequence 2 | ||
| TLSC 300B | Professional Learning Communities (Social Sciences) | 1 |
| TLSC 140 | Teaching, Learning and Leading for Social Justice | 1 |
| TLSC 150 | Constructive Learning Environments For Diverse Students | 1 |
| TLSC 160 | Analyzing Culturally-Responsive Classroom Instruction | 1 |
| HIST | History Major Course | 3 |
| HIST | History Major Course | 3 |
| CORE | Scientific Tier I | 3 |
| CORE | Theological & Religious Studies Tier I | 3 |
| Hours | 16 | |
| Sequence 3 | ||
| TLSC 300A | Professional Learning Communities (Social Sciences) | 0 |
| TLSC 210 | Educational Policy For Diverse Students | 2 |
| TLSC 221 | Individualized Instruction and Assessment for Diverse Learners | 2 |
| TLSC 222 | Authentic Assessment and Instruction for Bilingual Learners | 2 |
| HIST | History Major Course | 3 |
| HIST | History Major Course | 3 |
| CORE | Artistic Knowledge | 3 |
| Select one of the following: | 3 | |
| Environmental Sustainability | ||
| Biodiversity & Biogeography (Tier II Scientific) | ||
| Hours | 18 | |
| Sequence 4 | ||
| TLSC 300B | Professional Learning Communities (Social Sciences) | 1 |
| HIST | History Major Course | 3 |
| HIST | History Major Course | 3 |
| CORE | Philosophical Knowledge Tier I | 3 |
| CORE | Quantitative Analysis | 3 |
| SOCL 101 | Society in a Global Age | 3 |
| LANG | Foreign Language 101-level | 3 |
| Hours | 19 | |
| Sequence 5 | ||
| TLSC 300A | Professional Learning Communities (Social Sciences) | 0 |
| TLSC 310 | Language and Literacy for Diverse Students | 2 |
| TLSC 320 | Using Classroom Data in a Collaborative Env to Advance Student Achievement | 2 |
| TLSC 330 | Discipline-Specific Literacy for Diverse Students | 2 |
| PLSC 101 | American Politics (Tier II Societal) | 3 |
| HIST 299 | Historical Methods (WI) | 3 |
| HIST | History Major Course | 3 |
| LANG | Foreign Language 102-level | 3 |
| Apply for One-Year Internship by October 1 | ||
| Hours | 18 | |
| Sequence 6 | ||
| TLSC 300B | Professional Learning Communities (Social Sciences) | 1 |
| TLSC 340 | Teaching and Learning in an Area of Specialization | 2 |
| TLSC 350 | Teaching and Learning with a Global Framework | 4 |
| HIST | History Major Course | 3 |
| CORE | Theological and Religious Studies Tier II | 3 |
| CORE | Ethics | 3 |
| Take Content Area Test in Social Science: History through the IL Licensure Testing Service | ||
| Hours | 16 | |
| Sequence 7 | ||
| TLSC 300A | Professional Learning Communities (Social Sciences) | 0 |
| TLSC 360 | Developing Rigorous and Relevant Instruction & Assessment (Writing Intensive) | 3 |
| TLSC 370 | Design&Implement Rigorous&Rlvnt Instrctn&Assmt: Tching Perform Assmt Prep | 3 |
| ELPS 302 | Philosophy of Education (Philosophical Tier II) | 3 |
| HIST | History Major Course | 3 |
| CORE | Literary Tier II | 3 |
| ECON 201 | Principles of Microeconomics | 3 |
| Apply for May Graduation in LOCUS by October 1 | ||
| Hours | 18 | |
| Sequence 8 | ||
| TLSC 300B | Professional Learning Communities (Social Sciences) | 1 |
| TLSC 380 | Tching, Lrning & Leading with Schools & Communities Internship: Stud Tching (Engaged Learning) | 12 |
| HIST 398 | History Internship | 3 |
| Must have passed IL Content Area Exam prior to Sequence 8 Student Teaching | ||
| Hours | 16 | |
| Total Hours | 135 | |
History Department Requirements
Mathematics Subject Area
| Sequence 1 | Hours | |
|---|---|---|
| TLSC 300A | Professional Learning Communities (Math Science) | 0 |
| TLSC 110 | The Profession and Our Program (TLLSC) | 1 |
| TLSC 120 | Bringing Language, Learning & Development Theory into Practice | 2 |
| TLSC 130 | Sequence One: 130 Community Immersion | 1 |
| UCWR 110 | Writing Responsibly | 3 |
| MATH 161 | Calculus I | 4 |
| CORE | Literary Knowledge & Experience Tier I | 3 |
| UNIV 101 | First Year Seminar | 1 |
| Submit required documentation and background check prior to program entry | ||
| Hours | 15 | |
| Sequence 2 | ||
| TLSC 300B | Professional Learning Communities (Math Science) | 1 |
| TLSC 140 | Teaching, Learning and Leading for Social Justice | 1 |
| TLSC 150 | Constructive Learning Environments For Diverse Students | 1 |
| TLSC 160 | Analyzing Culturally-Responsive Classroom Instruction | 1 |
| MATH 162 | Calculus II | 4 |
| COMP 170 | Introduction to Object-Oriented Programming | 3 |
| CORE | Scientific Tier I | 3 |
| CORE | Theological & Religious Studies Tier I | 3 |
| Hours | 17 | |
| Sequence 3 | ||
| TLSC 300A | Professional Learning Communities (Math Science) | 0 |
| TLSC 210 | Educational Policy For Diverse Students | 2 |
| TLSC 221 | Individualized Instruction and Assessment for Diverse Learners | 2 |
| TLSC 222 | Authentic Assessment and Instruction for Bilingual Learners | 2 |
| MATH 212 | Linear Algebra | 3 |
| MATH 201 | Introduction to Discrete Mathematics & Number Theory | 3 |
| ELPS 219 | American Education (Historical Tier II) | 3 |
| CORE | Scientific Tier II | 3 |
| Hours | 18 | |
| Sequence 4 | ||
| TLSC 300B | Professional Learning Communities (Math Science) | 1 |
| MATH 263 | Multivariable Calculus | 4 |
| Select one of the following: | 3 | |
| Combinatorics 1 | ||
| Introduction to Probability & Statistics | ||
| CORE | Philosophical Knowledge Tier I | 3 |
| CORE | Historical Knowledge Tier I | 3 |
| CORE | Societal Knowledge Tier I | 3 |
| CORE | Artistic Knowledge | 3 |
| Hours | 20 | |
| Sequence 5 | ||
| TLSC 300A | Professional Learning Communities (Math Science) | 0 |
| TLSC 310 | Language and Literacy for Diverse Students | 2 |
| TLSC 320 | Using Classroom Data in a Collaborative Env to Advance Student Achievement | 2 |
| TLSC 330 | Discipline-Specific Literacy for Diverse Students | 2 |
| CORE | Societal Tier II | 3 |
| Select one of the following: | 3 | |
| History of Mathematics | ||
| Geometry 2 | ||
| MATH 360 | Introduction to Game Theory | 3 |
| LANG | Foreign Language 101-level | 3 |
| Apply for One-Year Internship by October 1 | ||
| Hours | 18 | |
| Sequence 6 | ||
| TLSC 300B | Professional Learning Communities (Math Science) | 1 |
| TLSC 340 | Teaching and Learning in an Area of Specialization | 2 |
| TLSC 350 | Teaching and Learning with a Global Framework | 4 |
| Select one of the following: | 3 | |
| Combinatorics 1 | ||
| Introduction to Probability & Statistics | ||
| MATH 313 | Abstract Algebra | 3 |
| CORE | Theological and Religious Studies Tier II | 3 |
| LANG | Foreign Language 102-level | 3 |
| Take IL Content Area Test in Mathematics through the IL Licensure Testing Service | ||
| Hours | 19 | |
| Sequence 7 | ||
| TLSC 300A | Professional Learning Communities (Math Science) | 0 |
| TLSC 360 | Developing Rigorous and Relevant Instruction & Assessment (WI) | 3 |
| TLSC 370 | Design&Implement Rigorous&Rlvnt Instrctn&Assmt: Tching Perform Assmt Prep | 3 |
| ELPS 302 | Philosophy of Education (Philosophical Tier II) | 3 |
| Select one of the following: | 3 | |
| History of Mathematics | ||
| Geometry 2 | ||
| CORE | Literary Tier II | 3 |
| CORE | Ethics | 3 |
| Apply for May Graduation in LOCUS by October 1 | ||
| Hours | 18 | |
| Sequence 8 | ||
| TLSC 300B | Professional Learning Communities (Math Science) | 1 |
| TLSC 380 | Tching, Lrning & Leading with Schools & Communities Internship: Stud Tching (Engaged Learning)) | 12 |
| Must have passed Mathematics Content Area Test prior to Sequence 8 Student Teaching | ||
| Hours | 13 | |
| Total Hours | 138 | |
- 1
MATH 318 Combinatorics is offered every two years. If offered this term, you must take it.
- 2
MATH 301 History of Mathematics and MATH 344 Geometry are offered during alternative fall semesters.
Mathematics Department Requirements
Political Science Subject Area
Political Science Department Requirements
Psychology Subject Area
Psychology Department Requirements
School of Education Requirements
Each Undergraduate student in the School of Education must complete all degree requirements with a grade of C or better in order to meet degree requirements. They must also enroll in and pass PLCs each semester. In order to enroll in TLSC modules, all students must complete required documentation procedures, including background checks, at designated points in their pathway and as required by field sites. TLSC field-based learning modules address the University requirement for Engaged Learning.
Licensure Requirements
In order to be entitled for the Illinois State Professional Educator License (PEL), students must also pass the Illinois licensure test(s) for their secondary content area prior to their final internship semester. Information about licensure tests will be provided by teacher education faculty.
Additional Undergraduate Graduation Requirements
All Undergraduate students are required to complete the University Core, at least one Engaged Learning course, and UNIV 101. SCPS students are not required to take UNIV 101. Nursing students in the Accelerated BSN program are not required to take core or UNIV 101. You can find more information in the University Requirements area.
Learning Outcomes
- You'll have accrued the equivalent of one year of full-time teaching experience through all the hands-on, experiential learning opportunities in Chicago's classrooms and community organizations, so you will be ready to be at the head of your own classroom. With the foundational knowledge from your Loyola education, you will utilize theories, data, and research practices when making decisions in your classroom and for your students and when assessing the effectiveness of teaching on learning.