Undergraduate Catalog: 2019-20

Transition to Teaching – Visual Arts Education Licensure

There are various routes to become a teacher.  The traditional way is for individuals to obtain a degree in education.  An alternative route is the Transition to Teaching program which prepares recent college graduates as well as adults with a prior Bachelor’s Degree in Art returning from successful careers to become teachers.

Students learn to be resourceful, as they discover technologies, research for information, and create materials that advance their students’ learning. Art Education majors develop and hone skills for planning ahead, attending to details, and problem-solving “on their feet.” Art Education majors also explore the many ways art can be incorporated into multiple subject disciplines.  Students who successfully complete the 24 credit hour Transition to Teaching in Art Education licensure program will be licensed to teach at the pre-school, elementary, middle, and high school levels.

The Transition to Teaching in Visual Arts program includes 4 field-based courses prior to student teaching. TtT students will participate in hands-on, practical field experiences in public and religious schools, in settings that are urban, suburban, and rural. Field experiences culminate with 16 weeks of student teaching.

Accreditation

Teacher education programs are accredited by the Indiana Department of Education and the Council for the Accreditation of Educator Preparation (CAEP). The Visual Art Education Program is also fully accredited by the National Association of Schools of Art and Design (NASAD).

Student Learning Outcomes

Upon completion of the TtT in Visual Arts Education program, students will demonstrate the following proficiencies:

  • Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. (INTASC Standard 1)
  • Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (INTASC Standard 2)
  • Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (INTASC Standard 3)
  • Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. (INTASC Standard 4)
  • Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. (INTASC Standard 5)
  • Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. (INTASC Standard 6)
  • Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (INTASC Standard 7)
  • Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (INTASC Standard 8)
  • Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. (INTASC Standard 9)
  • Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (INTASC Standard 10)

Licensure/Certification

Visual Arts Education students are licensable at all grade levels P-12. All Education programs have been revised to conform to State of Indiana REPA licensing criteria. Because Indiana State education requirements may change, program requirements may be altered according to state specifications.

Program of Studies

  • 24 credit hours: SPED 137, EDUC 207, ART 245, READ 295, EDUC 304, EDUC 356, EDUC 389, EDUC 491 OR EDUC 492

Admissions Requirements

  • Have an earned bachelor’s degree in Art with a minimum GPA of 3.0 from accredited institution or GPA of 2.5 with 5 years of professional experience
  • Art Content GPA of 2.8 or higher OR approved Art Portfolio
  • Demonstrate Basic Skills in one of the following ways:
    • Pass CASA Tests: Reading (220), Writing (220) and Math (220).
    • ACT with a score of at least 24 based on Math, Reading, Grammar, and Science.
    • SAT with a score of at least 1100 based on Critical Reading and Math or equivalent after 2016.
    • GRE with a score of at least 301 based on Verbal and Quantitative after 8/1/11.
    • Earn a Master’s Degree from a regionally accredited institution.
  • Apply and be accepted to University of Saint Francis (www.sf.edu)
  • Clearance of National Sex Offender check.
  • Submit official bachelor’s degree college transcript.
  • Submit a Candidate Statement of background and goals.

Note: ACT, SAT and GRE scores do not include writing.

Progression Requirements

Candidates who earn less than a “C-” (C minus) in any professional education and/or content course must retake the course. Candidates must meet the following criteria to be accepted into the Clinical Internship (Student Teaching) phase of the program:

  • Submit the completed Application for Clinical Internship.
  • Submit an Expanded Criminal History check and Authorization form.
  • Clearance of National Sex Offender check.
  • Achieve a cumulative GPA of 2.8.
  • Pass all Professional Education or content major courses with a grade of “C-” or higher.
  • Achieve successful EDUC 304 Field Evaluations

Completion Requirements

Upon successful completion of Clinical Internship (Student Teaching), candidates must:

  • Maintain a professional and cumulative GPA of 2.8

Indiana Licensure Requirements

To apply for Indiana teacher licensure, candidates must meet the above criteria in addition to completing the following:

  • Pass Indiana required Pearson CORE Content Knowledge Test (030) Fine Arts-Visual Arts (P-12).
  • Pass the appropriate Indiana required Pearson Developmental (Pedagogy) Test (007) P-12 Education.
  • Submit the online Application in LVIS for an Indiana Teaching License which includes an application fee.
  • Submit proof of Certification from either an American Red Cross or an American Heart Association approved program in cardiopulmonary resuscitation (CPR) and automated external defibrillators (AED) at the adult and child levels with the online application.
  • Submit proof of research-based Suicide Prevention Training.