The Education Program offers a bachelor's degree in elementary education, Master of Arts in Teaching (MAT) and licensure in elementary and secondary education.

Program Director: John Shields, Ph.D.

Faculty: Marianne Culver, J.D., M.A.T.; Philip Dietrich, M.A.T. ; Sr. Michele Dvorak, Ed.D.; Chris Gloff, M.A.T.; Eileen Germek, M.Ed.; Dawn Greene, Ph.D.; Fred Greene, M.A.; Daniel Hadary, M.S.; Barbara O'Block, Ed.D.; Joi Patterson, Ph.D.; David Pittman, M.A.T.; John Potocki, M.A.; Alyssa Rodriguez, Ph.D. Candidate; John Shields, Ph.D.: Mark Sperling, Ed.D.; Angela Szczepanik- Sanchez, M.S.; Scott Tabernacki, M.Ed.; Bruce Wisowaty, M.A.

  • Admissions
  • Mission & Vision Statement
  • Principles & Goals
  • Program Director
Cohort Education Program

Students desiring to qualify for admission into the Cohort Education Program must meet the following criteria:

  • Successful completion of CASA exams or alternative requirements
  • Good standing with CCSJ
  • Transcript review
  • Successful completion of 75% of General Education courses.
  • GPA of at least 3.0 for the following courses: EDU 300, 311 and 313
  • Resume
  • Full Criminal History Clearance via Safe Hiring Solutions– (Note: must be updated annually)
  • Formal application for Teacher Candidacy
  • VIRTUS Training

Continuation in the Cohort Education Program

All teacher candidates are expected to enroll in and attend two to three Education Seminars each semester. These seminars address educational issues, concerns, and research relevant to the profession.
The Education Advisor reviews the GPA’s of all teacher candidates at the end of each semester.


Student Teaching Acceptance for Cohort Candidates

Before applying for a student teaching assignment, the teacher candidate must demonstrate proficiency and competence in the professional development expected of a student teacher. Teacher candidates must successfully complete any other required criteria stated in the CCSJ Education Handbook.

Admission into the T2T/MAT Program

Students desiring admission into the T2T/MAT Program must meet the following criteria:

  • Bachelor’s degree
  • Successfully pass CASA or meet alternative testing requirements

Mission Statement

The Education Department is deeply committed to the Calumet College of St. Joseph mission to provide quality education for its diverse population which fulfills an essential goal of the College mission: the formation of academic, spiritual, moral, and ethical values in support of social justice and personal responsibility. Through quality education, teacher candidates can contribute to the just transformation of values and social structures within society, promoting human dignity, freedom, responsibility, and creativity. Thus, the Education Department contributes to the building of a socially just society wherein the inherent dignity and rights of the individual person are respected and protected in solidarity with others in community.

Vision Statement

Drawing from the mission of the College and the values of the Missionaries of the Precious Blood (C.PP.S.), the vision of the Department empowers teacher candidates to become effective P-12 educators through the processes of preparation, reflection and transformation. These effective educators demonstrate academic and ethical values and teach students to be morally responsible individuals who prize the acquisition of knowledge for the sake of transforming society towards justice.

The Education Program has identified five major objectives or goals for teacher candidates with the ultimate purpose of the transforming those candidates into effective professional educators who can improve society through education. Concomitant with the mission of the College, this purpose as a matter of social justice in a world where education can lead to human flourishing. These five major goals are:

  1. Demonstrate understanding of how students learn and how they differ
  2. Demonstrate knowledge of what to teach
  3. Demonstrate how to teach effectively
  4. Demonstrate effective implementation of technology
  5. Demonstrate continuous personal and professional growth

These five goals along with their specific proficiencies serve as the foundation for alignment with state and national standards. Moreover, these five goals have a clear connection to the three pillars that ground the unit Conceptual Framework:Preparation, Reflection, and Transformation. While, in one sense, the three pillars are themselves goals, they are also essential processes through which candidates can achieve the five goals noted above. That is, demonstrating understanding of how students learn and differ in the learning process as well as knowledge of what to teach or subject matter content demands engagement in the process ofpreparationas knowledge acquisition. Further, demonstration of continuous personal and professional growth presumes the necessity ofcontinuous and ongoing reflection. Moreover, it is through the process of transformationof the teacher candidate into an effective professional educator that she/he can clearly demonstrate how to teach effectively, including the effective use of technology for instruction.

John Shields





What can I do with this major?



Program Requirements


  • B.S.
  • 2nd Degree
  • Licensing Information
  • Courses

B.S. in Elementary Education

All education majors must fulfill the General Education requirements as listed in the General Education Program in the College catalog as well as other requirements for the appropriate certificate or degree (see General Education requirements). Students seeking entrance into the Education Program are required to successfully pass CASA or alternative requirements. This state test is required for certification in most states.

Second Degree in Education

Any student with a baccalaureate degree from an accredited college or university may obtain a second B.S. degree in Elementary Education or required professional education courses. Secondary Education academic work is completed in the respective education major/minor at Calumet College of St. Joseph.

Indiana Licensing Process

Indiana requirements for licensing include (but are not limited to)

  1. Professional courses in education
  2. Successful completion of student teaching experience
  3. Successful completion of Pearson CORE Content Test (secondary), Elementary Education Generalist Tests and appropriate Elementary/ Secondary Developmental Pedagogy Exams
  4. Recommendation by the Licensing Advisors
  5. A current CPR (adult, child and infant) and AED card
  6. Proof of suicide prevention training

Further information about the Education Program can be found in the CCSJ Education Department Student Handbook. Checklists for all Education Programs are available from CCSJ advising or members of the Education Department’s faculty. Further information about the T2T/MAT Program is available in the CCSJ Education Department Student Handbook.

EDUC 200 Intro to the Teaching Profession
3 hours
The purpose of this course is to introducer the prospective teacher education candidate to the knowledge, skills, and dispositions that the research determines as essential components of effective teacher behaviors. Furthermore, the course seeks to introduce the prospective teacher candidate to the State of Indiana requirements for entry into an accredited professional education preparation program.

*EDUC 299 Teacher Education Seminar
Non-credit
The Education Program offers four (4) seminars each semester. These seminars address current issues, timely concerns, and employment procedures often not addressed in depth elsewhere. All teacher candidates are required to attend all seminars. Seminar Fee per Semester: See Tuition & Fees in the Catalog

EDUC 300 Educational Psychology
3 hours
This course surveys the research associated with the physical, emotional, social, moral, and mental development of children from infancy to adolescence. Educational theories and theorists provide the backdrop for research review. Psychological factors that focus on and influence instruction, learning, management, assessment and motivation are examined. Field experience required.
Prerequisites: PSY 100
Cross-listed with PSY 300

EDUC 311 Foundations of Education
3 hours
What we teach, why we teach, and how we teach are always informed, by the philosophical, historical, social, and legal foundations which serve as the underpinning for our professional actions as educators. This course will, therefore serve to facilitate a clearer, and explicit, understanding of those foundation. Our goal then is twofold: to come to a greater understanding of the philosophical, historical, and legal foundations of American education, and to come to evaluate those foundations with a view towards developing our own personal professional selfreflective philosophy of education. Thus, while this course will offer the student the opportunity to appropriate the relevant historical, philosophical, legal facts/concepts available in a “foundations” course in American education, the primary goal of the course is to facilitate the critically reflective development of a coherent philosophy of education. Field experience required.

EDUC 313 Child Development
3 hours
This course examines major theories and research findings concerning human development from birth through the elementary years and the implications of these for the professional educator. The course concentrates on the most current brain research as it relates to physical development, intelligence, perception, language, socio-emotional development, gender role development, moral development, and developmental issues. The most current English Learner theory, technology and emerging theories are explored. Field experience required.
Prerequisites: EDUC 300

EDUC 314 Adolescent Development
3 hours
This course examines the characteristics of growth in adolescents including physical, psychological, social, cognitive, emotional, and moral development with particular reference to relevance for the professional educator. Candidates research and evaluate strategies for addressing the plethora of issues facing adolescents today ranging from parenting style, addressing English Learner (EL) standards, to issues of sexuality, drug and alcohol abuse, delinquent behavior, and peer pressure. Field experience required.
Prerequisites: EDUC 300

EDUC 315 The Effective Educator
3 hours
This experiential course is designed to immerse the student into the standards that shape the very basis of educational design. This survey course introduces the student to the current issues in the teaching, and pedagogy fundamental to the education profession. Students will recall and utilize the theories of Dewey, Toffler, Banks, Kohlberg, Brofenbrenner, and Gardner. Issues covered include the role of technology, an introduction to Special Education students, bilingual education, multi-cultural education, and school safety. Pedagogical strategies include basic instructional methodology, effective teaching practices, planning, implementation, and assessment.
Prerequisites: EDUC 300, 311, and 313

EDUC 342 Curriculum and Instruction
3 hours
This comprehensive course includes an historical, sociological, philosophical, and psychological analysis of school curriculum, as well as an examination of theories, trends, and methods of curriculum construction. The course prepares the teacher candidate to work with individual students and groups through the study of the teaching/learning process, evaluation of learning needs, lesson planning for both individuals and groups based upon knowledge of subject matter, student needs, the community, and curriculum goals in today’s digital environment. Field experience required.
Prerequisites: EDUC 300, 311, and 315

EDUC 370 Measurement and Evaluation
3 hours
This comprehensive course engages the teacher candidate in the current issues regarding the necessity, design, development, and implementation of effective formative and summative assessment I the classroom. As positive and negative characteristics of current assessment practices are examined, candidates will develop greater effectiveness using a variety of assessment strategies and instruments. Candidates will engage in the creation of teacher-made instruments and revise them based on experience. Research based on best practices will lead candidates to develop a comprehensive philosophy of assessment and classroom assessment program. Professional growth, communication strategies, technological facility, and field experience permeate the course. Field experience required.
Prerequisites: EDUC 300, 311, and 342

EDUC 391 Human Diversity in Education
3 hours
This course examines the diversity of students (and families) encountered in the classroom, the school, the community, and the global society. The relationship of diversity to a student’s self- concept, motivation, and learning are also explored. Nationality, ethnicity, race, gender, socio- economic status, abilities and cultures are examined, as well as, the influences of economic inequities, religious beliefs, gender and sexual orientation, language, exceptionalities and ableness. Field experience required.

EDUC 405 Children's Literature
3 hours
This course is a survey of diverse traditional and contemporary literature from kindergarten through junior high school. Emphasis is placed on types of literature genre, various authors and illustrators and methods to utilize children’s literature in today’s digital classroom. Teacher candidates are required to develop and implement multi-media presentations. Field experience required.
Prerequisite: PSY 100 Cross-listed: EWPC 405

EDUC 430 The Exceptional Child
3 hours
The characteristics, capabilities, and expectations of students with special needs, students who are at-risk for learning problems, English Learners (EL) and gifted students encompass the diverse approach to evaluating strategies for quality learning. Students research the teacher’s role in assisting students who face attention, behavioral, learning, physical and social challenges, and other relevant and practical issues unique to educating exceptional students. As well, students engage in descriptive research on parenting the exceptional child. Field experience required. Field experience required.
Prerequisites: EDUC 300, 311, 342, and 370

EDUC 436 Management Strategies for the Classroom
3 hours
This course provides an opportunity for the teacher candidate to gain the knowledge and practical experiences to develop knowledge, disposition, and performance skills regarding classrooms and instructional organization. Selection and arrangement of classroom materials, the role of technology, implementation of rules and procedures for the management of student work, problem behavior and special student groups, planning for the beginning of the school year, maintenance of appropriate student behaviors, and communication strategies for effective classroom management are some of the topics explored in this course. Field experience required.
Prerequisites: EDUC 300, 311, 342, 430

EDUC 481 Developmental Reading and Instruction
3 hours
This course develops an understanding of the theories and concepts involved in the process of reading. It involves factors involved in the concept of emergent literacy, pre-reading assessment, and beginning reading instruction. It covers both the theory and practice of teaching basic reading skills such as word identification and comprehension, reading in the content area, and writing skills. Teacher candidates will also evaluate the various types of reading instruction to meet the needs of a diverse student population. The course will touch on a variety of approaches to assessment and evaluation for both monitoring students’ progress and remedial instruction. Students gain knowledge of the key concepts in scientifically based research (SBRR). Field experience required.
Prerequisites: EDUC 300, 311, and 342

EDUC 483 Language Arts and Social Studies Methods
3 hours
Language Arts: This course provides a study of methods and materials used in developing an integrated language arts program in the elementary classroom. The course provides teacher candidates with strategies to understand and use language arts concepts to teach reading, writing , speaking, viewing, listening, and teaching skills while incorporating the professional teacher standards for language arts teachers that include the following reading components: ability to comprehend, interpret literary texts, such as creative nonfiction, fiction, drama, poetry; and nonliterary texts, such as informational, persuasive, technical, and functional texts as well as major genres, authors, and works of American, world and children’s literature. The course also provides instructional strategies and materials for developing a language arts lesson plan according to the academic standards. Clinical experience required.
Social Studies: The social studies aspect of this course provides a study of methods and materials used in developing a social studies program in the elementary classroom. Teacher candidates gain knowledge and understanding, and use the major concepts and modes of inquiry from the social studies- the integrated study of history, geography, the social sciences, and other related areas- that will promote students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world while exploring multi-cultural perspectives and backgrounds as they relate to social studies. Clinical experience required.
Prerequisites: EDUC 300, 311, and 342

EDUC 484 Corrective Reading
3 hours
This course examines formal and informal reading instruments useful for evaluating students who continue to have difficulties acquiring grade level reading and writing skills. The course explores in detail corrective instructional strategies and effective evidence-based instruction intervention and extension programs, including RTI (Response to Instruction) in the elementary grades. Components of differentiated instruction, including pacing, modifications, and complexity of instruction will be discussed, reviewed, and studied. Candidates review and research literature on corrective reading, and present research on current reading trends and programs. The course develops skills in diagnosis and remediation of reading concerns in elementary grade students. Teacher candidates develop and administer an informal reading inventory assessment, and plan a remedial program for an individual student based upon data collection and analysis of the reading inventory. Clinical experience required.
Prerequisites: EDUC 300, 311, 342, and 481

EDUC 485 Mathematics and Science Methods
3 hours
Candidates know, understand and practice the central concepts in math and science and structure them to create meaningful learning experiences that develop students’ appreciation and competence in math and science. Candidates utilize the major concepts and procedures that define numbers and operations, algebra, geometry, measurement and data analysis and probability to foster student learning and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and deal with data. Candidates use fundamental concepts of physical, life, and earth/space sciences. Candidates design and implement age appropriate inquiry lesson to teach science, to build student understanding for personal and social applications, and to convey the nature of science. Candidates use a variety of resources including technology and collaborate with HQT to promote learning in math and science. Candidates use Bloom’s taxonomy to implement the ACEI and Indiana Academic Standards. Through inquiry, candidates explore a variety of teaching strategies that promote the development of critical thinking, problem solving and performance skills. Field experience required.
Prerequisites: EDUC 300, 311, and 342

EDUC 488 Integrated Arts, Music and PE/Health
4 hours
This course incorporates an integrated approach to music, art, health and movement (dance, P.E.). Teacher candidates learn aspects of each discipline through a “genre” approach applied to pedagogy, principles, and performance. Methods and teaching strategies will be incorporated into each lesson, providing the teacher candidate with hands -on experiences and materials for both teaching and assessment. Field experience required.
Prerequisites: EDUC 300, 311, and 342

EDUC 494 Student Teaching: Elementary
12 hours
This is the culminating fourteen-week practicum required of all teacher candidates who will apply for an elementary license. The teacher candidate collaborates with a master teacher to plan, and develop lessons according to Bloom’s Taxonomy as well as the intellectual, personal and social levels of a diverse K-6 student population. Teacher candidates teach appropriate classes and content to K-6 students in an accredited elementary school under the supervision of a licensed cooperating teacher and a college supervisor who specializes in elementary education. Teacher candidates must implement a variety of assessment methods according to the learning styles of the K-6 students. All required coursework must be completed prior to participating in a student teaching experience.
Prerequisites: EDUC 300, 311, 313, 325, 342, 370, 400, 430, 481, 483, 484, 485, and 486

EDUC 496 Topics in Education
1-3 hours
These courses will examine topics of special interest in the education field, including topics in student characteristics, curriculum, pedagogy, assessment, multiculturalism, technology in the classroom, and social justice issues. Topics courses (but not specific topics) may be repeated for a total of 6 hours.
Prerequisites: EDUC 210, 300, and 311

EDUC 497 Research in Education
3 hours
By participating in semester-long research, teacher candidates earn credit for their degree. Training in research methodology provides students with the opportunity to pursue education from an empirical point of view. Students will design, implement, and construct a formal report on a research topic. This course requires senior status, a cumulative 3.25 index in the major, and the approval of the Program Director.
Prerequisites: EDUC 300, 311, and 342

EDUC 499 Senior Seminar in Education
3 hours
This capstone course is designed to assist teacher candidates in the integration and critical examination of the various concepts, theories, and methods of inquiry presented both in general education and the major. Learning outcomes for both the general education program and the major are reviewed. Course assignments assist students in assessing the degree for which learning outcomes have been mastered. Senior standing is required.





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Program Details


  • NCATE
  • Curriculum and State Licensure
  • Delivery Systems
  • Field Experience
  • Student Teaching
NCATE Accreditation

Education Department StaffCalumet College of St. Joseph (CCSJ) proudly announces a rigorous and outstanding accreditation experience! CCSJ has achieved initial accreditation by the National Council for Accreditation of Teacher Education (NCATE). The Education Program met all standards and received a full 5-year accreditation. Sharing this news with you provides us great joy!
We are grateful for the excellent school-wide performance of our faculty, staff, administration, candidates, and P-12 external partners as we collaborated in achieving this prestigious recognition! As we walk into the future, we are convinced that the mission of CCSJ is extended to Northwest Indiana by providing excellent, highly qualified, diverse educators for classrooms in Northwest Indiana and south Cook County, Illinois. Unique aspects of the Education Program include: an efficient cohort model, MAT/T2T program offered on Saturdays, hybrid and online courses, and unique residency integration with courses, all offered within the culture of the only named Hispanic Serving Institution in the State of Indiana. Celebrate with us!

Education Program Curriculum and State Licensure

The Calumet College of St. Joseph Education Program has been authorized by the Indiana Department of Education's Office of Educator Licensing Division (OELD) to prepare teachers for the elementary license. The curriculum includes the CCSJ baccalaureate degree and OELD requirements.

The Calumet College of St. Joseph Education Program has also been authorized by the OELD to prepare teacher candidates for Secondary education through the Master of Arts in Teaching Program. CCSJ also offers preparation for an all-grades license in Business and the Visual Arts. Moreover, Indiana currently participates in a reciprocal agreement concerning teaching licenses with several states, including Illinois, according to the Interstate Agreement Contracts of September, 1995.

Other Requirements

All education majors must fulfill the General Education requirements provided for in the General Education Program in this catalog as well as other requirements associated with the appropriate certificate or degree.
Students seeking entrance into the Education Program are required to successfully pass CASA exams before the official acceptance into the program. Refer to the CCSJ Education Department Handbook for further information

*Information regarding CASA and CORE Exam requirements by the state of Indiana.

Day Cohort Programs
  • Leads to a Bachelor's degree or post secondary degree in elementary education – 15 months (plus student teaching).
  • Monday-Thursday, 8:00 a.m. to noon; three week sessions per course with one week of preparation time in between courses.
  • Field and clinical experience as well as student teaching integrated into the program.
  • Fourteen week student teaching required after successful completion of all course work.
MAT Program (Transition to Teaching)
  • Designed for career degreed changers; leads to certification: eight months for secondary education and eleven months for elementary education (plus student teaching).
  • Saturday classes for 8:00am – 4:00pm.
  • Field and clinical experience as well as student teaching integrated into the program.
  • Fourteen week student teaching required after successful completion of all course work.
  • Final Phase: 6 months to complete Masters of Art in Teaching (MAT)

Learn more about our MAT Program.

Field Experience

The purpose of the clinical field experience is to allow candidates to observe and interact with practicing teachers, students and other school personnel in diverse school settings. Extensive experiences are planned through structured observations, tutoring, small group instruction and whole class instruction to provide a meaningful developmental transition from theory to practical application. Candidates will be given the opportunity to interact with educational professionals to further develop content understanding, skills, pedagogical knowledge and disposition. The goal is for candidates to learn to apply developing skill into real world settings while reflecting on their impact on student learning.

Student Teaching

Student Teaching Candidates will:

  • Collaborate and plan according to Calumet College, state and school requirements
  • Construct and implement lesson plan units according to the Lesson Plan Rubric
  • Develop and implement assessments to evaluate student knowledge of content
  • Construct lesson plan units that reflect integration of academic subjects across the curriculum
  • Utilize lesson planning as a tool for academic and social achievement
  • Journal and reflect on teaching practices and experiences
  • Implement practices of a true professional and an effective teacher leader
  • Participate in student teaching workshops and Seminars
  • Participate in educational professional development with practicing professionals
  • Interact in the school community with all educational stakeholders as a teacher candidate
Acceptance for Student Teaching

Before applying for a student teaching assignment, the teacher candidate must demonstrate appropriate content knowledge, pedagogical knowledge, professional disposition and skills of a new teacher. In addition teacher candidates must meet the following criteria:

  • Have attained an overall GPA of 3.0 or more;
  • Successfully complete and pass CASA exams: Reading, Writing, and Mathematics
  • Demonstrate a professional disposition; and
  • Complete any other required criteria stated in the Education Handbook.

Teacher candidates seeking to apply for student teaching must submit a student teaching application according to the scheduled dates.





Education Program Handbooks & Title II Reports




Contact our Enrollment Specialists



Carlos Moreno
Carlos Moreno

Jordan Thome
Jordan Thome

Ellen Wilson
Ellen Wilson