Secondary Education - English, Bachelor of Science in Education
Department of English
College of Arts and Letters
This degree prepares students to teach a field rich in nuance, literary tradition, and global value. Students will build on their love of English to excite secondary students about expressing themselves effectively and creatively in one of the world’s great languages.
This program is nationally recognized by the National Council of Teachers of English.
This program is accredited by the National Council for Accreditation of Teacher Education (NCATE).
To receive a bachelor's degree at Northern Arizona University, you must complete at least 120 units of credit that minimally includes a major, the liberal studies requirements, and university requirements as listed below.
- All of Northern Arizona University's liberal studies, diversity, junior-level writing, and capstone requirements.
- All requirements for your specific academic plan(s).
- At least 30 units of upper-division courses, which may include transfer work.
- At least 30 units of coursework taken through Northern Arizona University, of which at least 18 must be upper-division courses (300-level or above). This requirement is not met by credit-by-exam, retro-credits, transfer coursework, etc.
- A cumulative grade point average of at least 2.0 on all work attempted at Northern Arizona University.
In addition to University Requirements:
- At least 70 units of major requirements
- 8 units of language requirements or proficiency-through-a-second-semester language course
- Up to 9 units of major prefix courses may be used to satisfy Liberal Studies requirements; these same courses may also be used to satisfy major requirements
- Elective courses, if needed, to reach an overall total of at least 120 units
Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements. Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s):
Please note that students may be able to use some courses to meet more than one requirement. Contact your advisor for details.
|Minimum Units for Completion||120|
|Highest Mathematics Required||MAT 114|
|Additional Admission Requirements||Required|
|Student Teaching/Supervised Teaching||Required|
|University Honors Program||Optional|
|Progression Plan Link||View Progression Plan|
Student Learning Outcomes
Outcomes align with Standards from the Council for the Accreditation of Educator Preparation, the National Council of Teachers of English, and the Interstate New Teacher Assessment and Support Consortium
- Content Knowledge I.: Candidates demonstrate knowledge of English language arts (ELA) subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers.
- Candidates are knowledgeable about texts—print and non-print texts, media texts, classic texts and contemporary texts, including young adult—that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts.
- Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments.
- Content Knowledge II: Candidates demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users.
- Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse.
- Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society.
- Candidates are knowledgeable about how adolescents compose texts and make meaning through interaction with media environments.
- Content Pedagogy: Planning Literature and Reading Instruction in ELA III. Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.
- Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant learning experiences utilizing a range of different texts—across genres, periods, forms, authors, cultures, and various forms of media—and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure.
- Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting.
- Candidates plan standards-based, coherent and relevant learning experiences in reading that reflect knowledge of current theory and research about the teaching and learning of reading and that utilize individual and collaborative approaches and a variety of reading strategies.
- Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes.
- Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts.
- Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials.
- Content Pedagogy: Planning Composition Instruction in ELA. Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.
- Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences.
- Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing in process and to finished texts in ways that engage students’ ideas and encourage their growth as writers over time.
- Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities.
- Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes.
- Learners and Learning: Implementing English Language Arts Instruction. Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs.
- Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds.
- Candidates use data about their students’ individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA.
- Candidates differentiate instruction based on students’ self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning.
- Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts.
- Professional Knowledge and Skills I: Candidates demonstrate knowledge of how theories and research about social justice, diversity, equity, student identities, and schools as institutions can enhance students’ opportunities to learn in English Language Arts.
- Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society.
- Candidates use knowledge of theories and research to plan instruction responsive to students’ local, national and international histories, individual identities (e.g., race, ethnicity, gender expression, age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and community environment), and languages/dialects as they affect students’ opportunities to learn in ELA.
- Professional Knowledge and Skills II: Candidates are prepared to interact knowledgeably with students, families, and colleagues based on social needs and institutional roles, engage in leadership and/or collaborative roles in English Language Arts professional learning communities, and actively develop as professional educators.
- Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA.
- Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement.
Additional Admission Requirements
- Admission requirements over and above admission to NAU are required.
To be eligible for admission to the program, candidates must meet the following requirements:
30 units of coursework which includes:
A minimum GPA of 3.0 in all content major coursework (must have taken at least 3 units) and a cumulative 2.5 GPA.
- You must be declared in this major.
- Completion of teacher-education orientation for Secondary Education
- Submission of a copy of your State-approved Identity-Verified Print (IVP) fingerprint clearance card, obtainable through the Arizona Department of Public Safety (602-223-2279)
Take the following 70 units with grades of "C" or better, and a minimum of 3.0 in all ENG coursework:
- EDF 200 (3 units)
- ENG 300, ENG 301W, ENG 308, ENG 321, ENG 335, ENG 400, ENG 401, ENG 403, ENG 404, ENG 406 (28 units)
- ENG 231 or ENG 232 (3 units)
- ENG 242 or ENG 243 (3 units)
- Select one from: ENG 245, ENG 247, ENG 345, ENG 445C (3 units)
- Select one from: ENG 270, ENG 271, ENG 272 (3 units)
- Three additional ENG courses (9 units)
- ENG 494C (12 units)
- EPS 325 (3 units)
- POS 220 (3 units)
In all of our teacher education programs, you are required to complete a student teaching or internship experience. In addition, a minimum number of units of practicum is required, which involves supervised field experience with a practicing teacher.
Before being accepted to student teaching, the following criteria must be met:
- Admission to the teacher education program
- NAU GPA must be at least 2.5, with a GPA of 3.0 in all English coursework, with no grade lower than a "C" in the major.
- Passing score on the required Professional Dispositions Modules
- Complete all plan requirements.
- All major coursework, with the exception of EDF 200 must be completed within the six years prior to student teaching.
- All candidates must demonstrate social and emotional maturity consistent with professional standards of classroom instruction as well as adequate physical health for teaching.
- English Subject Knowledge Exam
- Secondary Professional Knowledge Exam
Arizona Teacher Certification
In order to obtain an Arizona teaching certificate you must pass both the appropriate National Evaluation Series subject matter test and the National Evaluation Series Secondary Assessment Professional Knowledge.
Foreign Language Requirement
You must demonstrate proficiency in a language other than English that is equivalent to two terms of university coursework in the same language. You may satisfy this requirement by taking language courses or by testing out of all or part of it by taking CLEP exams arranged by Center for Business Outreach.
Additional coursework is required, if, after you have met the previously described requirements, you have not yet completed a total of 120 units of credit.
You may take these remaining courses from any academic areas, using these courses to pursue your specific interests and goals. We encourage you to consult with your advisor to select the courses that will be most advantageous to you. (Please note that you may also use prerequisites or transfer credits as electives if they weren't used to meet major, minor, or liberal studies requirements.)
Be aware that Arizona state teacher certification requirements leading to Institutional Recommendations may change at any time, and may impact program of study requirements.
Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor.