Transition to Teaching - Visual Arts Education

There are various routes to become a teacher. The traditional way is for individuals to obtain a degree ineducation. An alternative route is the Transition to Teaching program which prepares recent collegegraduates as well as adults with a prior bachelor’s degree in Art Education.

Students learn to be resourceful, as they discover technologies, research for information, and creatematerials that advance their students’ learning. Art Education majors develop and hone skills forplanning ahead, attending to details, and problem-solving “on their feet.” Art Education majors alsoexplore the many ways art can be incorporated into multiple subject disciplines. Students whosuccessfully complete the 24-credit hour Transition to Teaching in Art Education licensure program willbe 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 studentteaching. TTT students will participate in hands-on, practical field experiences in public and religiousschools, in settings that are urban, suburban, and rural. Field experiences culminate with 16 weeks ofstudent teaching.

Accreditation

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

Student Learning Outcomes

Candidates completing the Transition to Teaching in Visual Arts Education will demonstrate knowledgeand skills in applying the following:

• Learner Development The teacher understands how learners grow and develop, recognizingthat patterns of learning and development vary individually within and across the cognitive,linguistic, social, emotional, and physical areas, and designs and implements developmentallyappropriate and challenging learning experiences. (INTASC Standard 1)
• Learning Differences The teacher uses understanding of individual differences and diversecultures and communities to ensure inclusive learning environments that enable each learner tomeet high standards. (INTASC Standard 2)
• Learning Environments The teacher works with others to create environments that supportindividual and collaborative learning, and that encourage positive social interaction, activeengagement in learning, and self-motivation. (INTASC Standard 3)
• Content Knowledge The teacher understands the central concepts, tools of inquiry, andstructures of the discipline(s) he or she teaches and creates learning experiences that make thediscipline accessible and meaningful for learners to assure mastery of the content. (INTASCStandard 4)
• Application of Content The teacher understands how to connect concepts and use differingperspectives to engage learners in critical thinking, creativity, and collaborative problem solvingrelated to authentic local and global issues. (INTASC Standard 5)
• Assessment The teacher understands and uses multiple methods of assessment to engagelearners in their own growth, to monitor learner progress, and to guide the teacher’s and314Academic ProgramsTransition to Teaching - Visual Arts Educationlearner’s decision making. (INTASC Standard 6)
• Planning for Instruction The teacher plans instruction that supports every student in meetingrigorous learning goals by drawing upon knowledge of content areas, curriculum, crossdisciplinaryskills, 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 strategiesto 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 professionallearning and uses evidence to continually evaluate his/her practice, particularly the effects ofhis/her choices and actions on others (learners, families, other professionals, and thecommunity), and adapts practice to meet the needs of each learner. (INTASC Standard 9)
• Leadership and Collaboration The teacher seeks appropriate leadership roles andopportunities to take responsibility for student learning, to collaborate with learners, families,colleagues, other school professionals, and community members to ensure learner growth, andto advance the profession. (INTASC Standard 10)

Licensure/Certification

Transition to Teaching graduates seeking an initial teaching license will be licensable by the State ofIndiana in the specific program of preparation in which they have passed their licensure tests.