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2024-2025 Graduate Catalog

Transition to Teaching in Middle Level and/or Secondary Education

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The University of Saint Francis offers online Transition to Teaching programs at the graduate level in the following subjects: 

Transition to Teaching Elementary Education 

Transition to Teaching in Middle Level and/or Secondary Education 

Transition to Teaching in Special Education with Licensure in Mild Intervention or Intense Intervention 

Graduate Transition to Teaching (TTT) programs will lead to a recommendation for a teaching license by the State of Indiana within one to two years of program entry.  For those candidates who wish to also earn a Master of Arts Degree, 18-24 credit hours of the TTT in Elementary or the TTT in Middle and/or Secondary Education can be applied to the 30-33 credit hours required for the Master of Arts in Teaching degree. 

For those candidates who wish to also earn a Master of Science in Education Degree, 24 credit hours of the TTT in Special Education can be applied to the 30-33 credit hours required for the Master of Science in Education degree. 

Transition to Teaching in Middle Level and/or Secondary Education 

STUDENT LEARNING OUTCOMES 

Candidates completing the Transition to Teaching in Secondary Education program will demonstrate knowledge and skills in applying the following: 

Learner and Learning Environments 

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) 

Planning, Instruction, and Assessment 

Instructional Practice: 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 a deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (INTASC Standard 8) 

Content and Content Pedagogy Knowledge: 

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) 

Professionalism 

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 OR CERTIFICATION ELIGIBILITY 

Upon successful completion of program and licensure requirements, Transition to Teaching graduates seeking an initial teaching license are eligible for licensure by the State of Indiana in the desired content area. 

License Requirements 

Transition to Teaching in Secondary Education requires 18 credit hours. 

 

Program of Studies

Transition to Teaching in Middle Level and/or Secondary Education

**These courses are field-based courses and additional Fees are required for EDUC 674**  and EDUC 676** .

Admission Requirements

Progression Point 1

In addition to university admission requirements, the Division of Education requires the following:

Transition to Teaching Track in Middle Level and/or Secondary Education:

  • Hold a baccalaureate degree from an accredited postsecondary educational institution in the subject candidates wish to license in with an overall Grade Point Average (GPA) of 3.0/4.0; or
  • Hold a baccalaureate degree from an accredited postsecondary educational institution in the subject candidates wish to license in with a 2.5/4.0 GPA and with five (5) years professional experience; or
  • Middle and/or Secondary only. Hold both a baccalaureat degree from an accredited postsecondary educational institution and proof of passing approved content are exam(s) in the subject area. [NOTE: This option requires passing a content assessment before admission whereas the first two do not. This option does not require a bachelor’s degree in the licensure area.].
  • National Sex Offender check
  • Candidate Statement: Professional Background and Goals/Interest in this Program
  • Free online Virtual Campus Application

Applicants have one year (12 months) from the date of notification of acceptance or provisional acceptance to register for classes; failure to do so invalidates admission and the applicant must re-apply, without guarantee of acceptance.

A maximum number of 6 credit hours can be transferred into the Transition to Teaching program. A maximum number of 9 credit hours can be transferred into the MAT program.

Progression Requirements

Progression Point 2

Candidates must meet the following criteria to be accepted into the Transitional Clinical Practicum and/or Transitional Clinical Internship phase of the program:

  • Pass the Content Knowledge Test in the area required for licensure.
  • Submit the completed Request for Practicum Placement.
  • Submit the completed Application for Transitional Clinical Internship (if required).
  • Submit an Expanded Criminal History check and Authorization Form.
  • Clearance of National Sex Offender check.
  • Maintain a cumulative GPA of 3.0.

Graduation Requirements

Progression Point 3:

  • Successful completion of Transitional Clinical Practicum and /or Transitional Clinical Internship including Field Evaluation.
  • Successful completion of all required courses and program assignments.
  • Maintain an overall GPA of 3.0.
  • Submit the Application for Graduation Form.

Post Program Licensure Requirements

To apply for an Indiana Secondary Education Teaching license, the following criteria must be met:

  • Pass Indiana required Content Knowledge Test(s) in the appropriate licensing area(s).
  • Pass the appropriate Indiana required Pedagogy Test in the appropriate developmental level.
  • 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 a research-based Suicide Prevention Training.
  • Submit the online Application for an Indiana Teaching License in LVIS on the Indiana Department of Education website which includes an application fee.
  • Candidates from out of state are encouraged to check with your state Department of Education to find if any additional requirements are necessary for licensure.

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