Academic Programs - Teaching and Learning
Driven by mission, built with purpose
Prepared to make a difference
Teacher candidates from Loyola University Chicago’s School of Education enter the professional world prepared to make a difference in classrooms and positively impact lives.
Powered by Loyola’s Jesuit mission to serve humanity, the School of Education emphasizes intentional, authentic, and meaningful experiences to prepare the next generation of invested and innovative educational leaders. Nothing is left to chance. School leadership charts the path to graduation and into the professional ranks with purpose and thoughtfulness, to propel the success of Loyola students and those they will encounter.
Leaning heavily into experiential learning, School of Education courses feature a robust focus on applying evidence-based theories into real-world environments. This pushes Loyola students to become creative problem solvers who can cater to individual student needs and guide personal and academic growth.
Experiential Learning
The School of Education places its teacher candidates in the classrooms of local schools in year one. The immediate immersion into classrooms enables students to learn in authentic settings, where they can link theory to practice, develop new perspectives, and understand how to thrive in diverse academic settings. Supported by Loyola instructors and experienced mentor educators, students become active members of their academic environment, from providing one-on-one academic support to designing lessons plans and assessments.
Varied Classroom Settings
Leveraging decades of partnerships with Chicago Public Schools, suburban school districts, and private school leadership entities like the Archdiocese of Chicago, School of Education students spend time in various academic settings to gain familiarity with distinct educational contexts. Loyola students also interact with youth across the age spectrum, which engenders a richer understanding of where students have been and where they are going. Working in varied classroom settings broadens teacher candidates’ perspectives on education and heightens their ability to serve learners.
Beyond the Traditional Classroom
In addition to placements in traditional school classrooms, Loyola students also spend time with community organizations and cultural institutions, such as the Art Institute of Chicago, the Griffin Museum of Science and Industry, and the Lincoln Park Zoo. Students discover how teaching and learning occur in non-traditional environments and are also challenged to think creatively about how they can collaborate with external partners to engage students and energize learning.
ESL Endorsement
As classrooms across the country become more culturally and linguistically diverse, Loyola prepares its teachers for this reality by building an English as a Second Language (ESL) endorsement into its teacher preparation programs. In developing the necessary knowledge and skills to support ESL learners, School of Education students are better prepared to teach in multicultural environments and promote student growth.
Minors and Endorsements
Loyola’s teacher candidates can pursue minors aligned with their professional objectives in areas like education policy, special education, and leadership studies. They also have the opportunity to take additional courses and add endorsements such as bilingual education or reading instruction onto their Professional Educator License. The minors and endorsements allow students to pursue areas of personal interest and position themselves to be justice- and access-minded change agents in the educational system.
Student Teaching On Ramp
The student teaching experience for Loyola teacher candidates is a year-long internship with a gradual buildup to full classroom leadership. Teacher candidates begin the academic year at their assigned site twice each week, where they learn expectations, procedures, the classroom culture, and, most importantly, the students. In the spring term, teacher candidates are in the classroom five days a week, frequently leading all aspects of the day, from lesson plans to assessments. The year-long immersion affords Loyola students a more complete picture of the entire academic year, student growth, and how teachers can support learning fall to summer.
Driven by mission, built with purpose
Prepared to make a difference
Teacher candidates from Loyola University Chicago’s School of Education enter the professional world prepared to make a difference in classrooms and positively impact lives.
Powered by Loyola’s Jesuit mission to serve humanity, the School of Education emphasizes intentional, authentic, and meaningful experiences to prepare the next generation of invested and innovative educational leaders. Nothing is left to chance. School leadership charts the path to graduation and into the professional ranks with purpose and thoughtfulness, to propel the success of Loyola students and those they will encounter.
Leaning heavily into experiential learning, School of Education courses feature a robust focus on applying evidence-based theories into real-world environments. This pushes Loyola students to become creative problem solvers who can cater to individual student needs and guide personal and academic growth.
Experiential Learning
The School of Education places its teacher candidates in the classrooms of local schools in year one. The immediate immersion into classrooms enables students to learn in authentic settings, where they can link theory to practice, develop new perspectives, and understand how to thrive in diverse academic settings. Supported by Loyola instructors and experienced mentor educators, students become active members of their academic environment, from providing one-on-one academic support to designing lessons plans and assessments.
Varied Classroom Settings
Leveraging decades of partnerships with Chicago Public Schools, suburban school districts, and private school leadership entities like the Archdiocese of Chicago, School of Education students spend time in various academic settings to gain familiarity with distinct educational contexts. Loyola students also interact with youth across the age spectrum, which engenders a richer understanding of where students have been and where they are going. Working in varied classroom settings broadens teacher candidates’ perspectives on education and heightens their ability to serve learners.
Beyond the Traditional Classroom
In addition to placements in traditional school classrooms, Loyola students also spend time with community organizations and cultural institutions, such as the Art Institute of Chicago, the Griffin Museum of Science and Industry, and the Lincoln Park Zoo. Students discover how teaching and learning occur in non-traditional environments and are also challenged to think creatively about how they can collaborate with external partners to engage students and energize learning.
ESL Endorsement
As classrooms across the country become more culturally and linguistically diverse, Loyola prepares its teachers for this reality by building an English as a Second Language (ESL) endorsement into its teacher preparation programs. In developing the necessary knowledge and skills to support ESL learners, School of Education students are better prepared to teach in multicultural environments and promote student growth.
Minors and Endorsements
Loyola’s teacher candidates can pursue minors aligned with their professional objectives in areas like education policy, special education, and leadership studies. They also have the opportunity to take additional courses and add endorsements such as bilingual education or reading instruction onto their Professional Educator License. The minors and endorsements allow students to pursue areas of personal interest and position themselves to be justice- and access-minded change agents in the educational system.
Student Teaching On Ramp
The student teaching experience for Loyola teacher candidates is a year-long internship with a gradual buildup to full classroom leadership. Teacher candidates begin the academic year at their assigned site twice each week, where they learn expectations, procedures, the classroom culture, and, most importantly, the students. In the spring term, teacher candidates are in the classroom five days a week, frequently leading all aspects of the day, from lesson plans to assessments. The year-long immersion affords Loyola students a more complete picture of the entire academic year, student growth, and how teachers can support learning fall to summer.