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Division of Education website

"Reflective Educators Transform Lives"

The Education Division is committed to preparing graduates for fulfilling and productive professional teaching careers, effective leadership roles, and lives of continued learning and service.

The division's programs are accredited by the Illinois State Board of Education (ISBE). The division follows the guidelines established by ISBE and the National Council for Accreditation of Teacher Education (NCATE).

The unique strength of the education program is its integration with the College's general education program. Both curricula are designed to develop students who can think critically and write and speak clearly and concisely; who understand the diverse values and traditions of the world and the content knowledge of their chosen discipline; and who use the skills and content of their education to transform themselves, their students, and their world. The goal is to produce educators who become reflective agents of change.

The division has a set of performance indicators to evaluate the candidates and the program and a set of dispositions that each candidate is expected to display. The performance indicators are assessment and evidence research, learning and practice, professional leadership and conduct, collaboration and communication, and knowledge of content. The dispositions are effective collaboration and communication, reflective decisions based upon critical analysis and synthesis of information, models of learning as a lifelong process, and ethical professionals with high expectations of themselves, their colleagues, and their students as well as sensitivity to individual differences and diversity.

Teacher Education Program Approval

The following teacher education programs have been approved by the Illinois State Teacher Certification Board and are currently offered.

Successful completion of an approved program will entitle a student to apply for an Illinois teaching license in that area.

All teacher licensure programs have six benchmark periods for the assessment and evaluation of student progress by members of the division. Candidates who do not meet the required expectations at the designated benchmarks will not be permitted to proceed further in their programs. The performance expectations and the benchmarks for the MacMurray education candidates are outlined below.

  1. Completion of Freshman Year
    • Any student with an ACT sub score of less than 19 (reading, math, and English) must take an exam to determine placement in a developmental course. Students with an ACT sub score of 16 or below will be required to enroll in a developmental course during first semester.
    • Maintain a cumulative grade point average of 2.50 and C or better in all courses.
      • Students must earn a minimum of a C in all courses. Any course below a C will disqualify a candidate from receiving a teaching certificate. Courses may be repeated until a C or better is obtained.
    • Completion of EDUC 202.
    • Completion of MATH 121 and RHET 131, 132.
    • Submit DCFS Mandated Reporter Form CANT22.
    • Obtain a passing score on the TAP 400.
      • Students who do not pass the TAP 400 will not be allowed continued enrollment in any education course and will not be considered an education major. Students must retake and pass the TAP 400 to be considered for admittance to the department.
  2. Completion of Sophomore Year
    • Maintain a cumulative grade point average of 2.50 and C or better in all courses.
    • Completion of one field experience (Grade of B or better).
    • Completion of EDUC 225 and EDUC 237.
    • Submit a formal application to the Department of Education.
      • Submission of Live Text Portfolio for faculty review with passing scores on the Portfolio Rubric.
      • Submission of three (3) Disposition Rubrics from faculty members with a rating of 3.0 or better in each category.
      • Students who are not accepted into the department by the end of the sophomore year will not be able to enroll in education courses. Students may reapply when they have completed all enrollment requirements.
      • Students transferring with 60 hours must meet all benchmarks and course requirements within one semester of admittance to MacMurray College.
  3. Pre-Candidate Teaching
    • Submit a formal application as candidate for Clinical Practice.
      • Submission of three (3) Disposition Rubrics from faculty members with a rating of 3.0 or better in each category.
      • Pre-clinical Live Text Portfolio evaluation and approval by the Department of Education faculty with passing scores on the Portfolio Rubric.
    • Maintain a cumulative grade point average of 2.50 with a C or better in all courses.
    • Completion of MacMurray general education requirements.
    • Satisfactory completion of Junior Writing Proficiency.
    • Passage of the Content Area Test required by the State of Illinois for certification (Special Education majors also require passage of General Curriculum Test).
    • Continued successful field experiences (Grade of B or better).
    • Application for Division and application for student teaching cannot be done during the same semester.
    • Police background check submitted through our Clinical Placement Coordinator.
  4. Completion of Program
    • Cumulative grade point average of 2.50 and C or better in all courses.
    • Successful completion of Clinical Practice Experience (Grade of B or better).
    • Demonstration of mastery of knowledge, skills, and dispositions across Teacher Performance expectations areas.
    • Completion and final evaluation of candidate Post-Clinical Live Text Portfolio with passing scores on the Portfolio Rubric.
  5. Additional Requirement for Teacher Certification
    • Pass the edTPA.

Students who are admitted to the division are responsible for understanding and meeting these criteria for academic progress, outlined further in the current edition of the Education Division Student Handbook.

Requirements for teacher licensure in different states vary widely. Students are responsible for informing themselves about requirements for licensure in the states in which they wish to teach. While students may qualify for licensure in several states, no commitment is made for licensure in states other than Illinois.

Field experiences, practicum, and clinical practice (student teaching) use community and area institutions. Transportation to and from these sites is the responsibility of the student. Additional requirements include, but are not necessarily limited to, the maintenance of malpractice insurance and Class C CPR certification (adult, infant, and child), current immunizations, and compliance with division health regulations. These and other policies, including appeals of student assessments and disciplinary procedures, are explained in the Education Division Student Handbook and The Maggie (PDF) (student handbook). All education majors are expected to be familiar with the policies in these publications. Copies of the Education Division Student Handbook are available at the Education Division office and online at the division of Education website.


EDUC 202. Introduction to Teaching. (1) Introductory course to identify requirements and expectations of the division and to introduce students to the fields of education. Co-taught by members of the division. Required of all education majors. No prerequisite. Graded Pass/Fail.

EDUC 225. History and Philosophy of Education. (3) Introduces students to the field of education. In addition, a major emphasis will be placed on the historical and philosophical roots of American education along with an in-depth investigation of contemporary issues that are unique to American schooling. Offered each semester. No prerequisite.

EDUC 237. Technology in Teaching. (3) Emphasizes an understanding of various methods and materials for incorporating technology into the classroom. Much of this understanding will be gained through hands-on experience in developing and presenting lesson and teaching strategies using a multimedia approach. The course objectives will include proficiency in basic computer terminology, operations, concepts, data manipulation, understanding of professional and ethical issues, application to subject areas, problem solving, collaborative planning and teaching, product development, and literacy skills. No prerequisite.