Transition to Teaching (Licensure only)

Accreditation

Teacher education programs are accredited by the Indiana Department of Education and the Council for the Accreditation of Educator Preparation (CAEP).

Licensure or Certification Eligibility

Upon successful completion of the Elementary Education Licensure Specialization requirements and elementary generalist, reading, and developmental pedagogy licensure tests, completers seeking an initial teaching licensure will be licensable in Elementary Education (grades K-6).

Upon successful completion of the Secondary Education Licensure Specialization requirements, specific content area licensure tests, and developmental pedagogy licensure tests, completers seeking an initial teaching licensure will be licensable in their Secondary Education (grades 5-12) content area.

Upon successful completion of Special Education Licensure Specialization requirements as well as Mild Intervention or Intense Intervention, reading, and developmental pedagogy licensure tests, completers seeking an initial teaching licensure will be licensable in Mild Intervention or Intense Intervention; within these areas candidates may license in K-6 and/or 5-12.

Degree Requirements

All Specializations within the Transition to Teaching program require 18-24 credit hours.

Student Learning Outcomes

All TTT candidates will demonstrate knowledge and skills related to the Interstate Teacher Assessment and Support Consortium (InTASC) standards. Candidates completing the Special Education-Mild Intervention Licensure Specialization or the Special Education-Intense Intervention Licensure Specialization will also demonstrate knowledge and skills related to the Council for Exceptional Children (CEC).

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)
• Understanding and Addressing Each Individual’s Developmental and Learning Needs: Candidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual’s strengths and needs. (CEC Initial K-12 Standard 2)
• Supporting Social, Emotional, and Behavioral Growth: Candidates create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being. They follow ethical and legal guidelines and work collaboratively with families and other professionals to conduct behavioral assessments for intervention and program development. (CEC Initial K-12 Standard 6)

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 deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (InTASC Standard 8)
• Using Assessment to Understand the Learner and the Learning Environment for Data-based Decision Making: Candidates assess students’ learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate. (CEC Initial K-12 Standard 4)
• Supporting Learning Using Effective Instruction: Candidates use knowledge of individuals’ development, learning needs, and assessment data to inform decisions about effective instruction. Candidates use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. Candidates use whole group instruction, flexible grouping, small group instruction, and individual instruction. Candidates teach individuals to use meta-/cognitive strategies to support and self-regulate learning. (CEC Initial K-12 Standard 5)

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)
• Demonstrating Subject Matter Content and Specialized Curricular Knowledge: Candidates apply their understanding of the academic subject matter content of the general curriculum and specialized curricula to inform their programmatic and instructional decisions for learners with exceptionalities. (CEC Initial K-12 Standard 3)

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)

• Engaging in Professional Learning and Practice within Ethical Guidelines: Candidates practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity; and engage in ongoing self-reflection to design and implement professional learning activities. (CEC Initial K-12 Standard 1)
• Collaborating with Team Members: Candidates apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school, other educational settings, and the community to plan programs and access services for individuals with exceptionalities and their families. (CEC Initial K-12 Standard 7)

Admission and Progression Requirements

Progression Point 1

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

• 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 (if Elementary or Secondary Specialization) or 2.75 (if Special Education Specialization); 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 baccalaureate degree from an accredited postsecondary educational institution and proof of passing approved content area 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.]

• Official Bachelor’s Degree transcript
• Candidate Statement: Professional Background and Goals/Interest in this Program.
• Free online 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 external credit hours completed within the last 5 years may be transferred to the TTT program upon program director approval.

Progression Requirements

Progression Point 2

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

• Submit the Practicum application if on licensure specialization.
• Submit the Clinical Internship application if on licensure specialization.
• Submit an Expanded Criminal History check.
• Maintain a cumulative GPA of 3.0.
• Earn a C or better in all courses.

Graduation Requirements

Progression Point 3:

• Successful completion of Clinical Practicum and/or Clinical Internship including field evaluation.
• Successful completion of all required courses and program assignments.
• Maintain an overall GPA of 3.0.
• Earn a C or better in all courses.
• Submit the graduation application.

Post Program Licensure Requirements

To apply for a teaching license, the following criteria must be met:

• Pass Indiana required Content Knowledge Test(s) in the appropriate licensing area(s).
• Pass Indiana required Teaching Reading: Elementary Test if pursuing the Elementary Education or Special Education specialization.
• 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 and fee for an Indiana teaching license in LVIS on the Indiana Department of Education website.
• Candidates from out of state are encouraged to complete the requirements for an Indiana license.  Consult your state’s Department of Education for specific licensing requirements.

Program of Studies

Major Required Courses for all Specializations:

SPED 602  

EDUC 606  or SPED 606  

Candidates must select a minimum of one Required Specialization:

Additional Required Courses for Elementary Education Licensure Specialization:

EDUC 677  Math and Science Methods for Elementary Education

EDUC 678  ELA and Social Studies Methods for Elementary Education

READ 602   Reading Methods

READ 610   Literacy for All Learners

EDUC 690  Clinical Practicum in Elementary Education

EDUC 691   Clinical Internship in Elementary Education

Additional Required Courses for Secondary Education Licensure:

EDUC 607   Methods for Secondary Instruction

READ 611   Literacy in the Content Area

EDUC 674  Transitional Clinical Practicum

EDUC 676  Transitional Clinical Internship

Additional Required Courses for Special Education - Mild Intervention Licensure Specialization:

SPED 613   Collaborative Models of Behavior

READ 615   Language and Social Skills Topics

READ 602   Reading Methods

READ 610   Literacy for All Learners

SPED 660   Methods and Practicum in Mild Intervention

SPED 678  Clinical Internship Mild Intervention

Additional Required Courses for Special Education - Intense Intervention Licensure Specialization:

SPED 613   Collaborative Models of Behavior

READ 615   Language and Social Skills Topics

READ 602   Reading Methods

SPED 626   Functional Curriculum and Assistive Technology

SPED 671   Practicum in Intense Intervention

SPED 679   Clinical Internship Intense Intervention