INDIANA UNIVERSITY SOUTH BEND 2003 - 2005 BULLETIN
School of Education
Gwendolyn
Mettetal, Interim Dean
Office: Greenlawn Hall, 101
Telephone: (574) 237-4845
Internet Address:
www.iusb.edu/~edud/
Professor: Reck, Sheridan
Associate Professors: Cress, Holm, Isaacson, Mettetal, Rios, Shaw, R. L. Smith
Assistant Professors: K. Clark, Deuschle, Heck, Hurst, Larsen, Lewandowski, Okrah, Pickle, Rudy, Sage,
D. Smith
Lecturers: Bushong, Domina, Hadley, Sprague, Youngs
Professors Emeriti: Bailey, Calvin, DuVall, James, Krepel, Leggett, Parelius, Peterson, Urbach
Director of Education Student Services, Graduate Advisor, Teacher Certification Officer: Eli
Undergraduate Advisors: Lane, Sanders
Director of Student Teaching: L. Young
Coordinator of Professional Development Courses: Stahr
Mission
The purposes of the programs in the School of Education are:
• To prepare students to serve as effective teachers and members of related professions, and
• To assist students in meeting Indiana certification requirements for public school personnel.
School of Education faculty members maintain high standards for students of education. The successful teacher, counselor, or administrator must master both a body of knowledge and effective teaching skills. Teacher education programs offer a balance of a broad liberal arts education and specialized knowledge in professional education and concentrated areas. Students choose from a variety of programs to fulfill their practical training requirements.
Accreditation
IUSB teacher and human services training programs are accredited by the National Council for Accreditation of Teacher Education (NCATE) and by the North Central Association of Colleges and Secondary Schools. The Commission on Teacher Training and Licensing of the Indiana Professional Standards Board has approved all IUSB teacher education programs.
Interstate New Teacher Assessment and Support Consortium Standards
The programs leading to licensing are designed to meet the standards of the Interstate New Teacher Assessment and Support Consortium (INTASC). Students must demonstrate that they have the knowledge, skills, and dispositions indicated by each standard.
Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Principle #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Principle #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
Student Responsibility
Program requirements may change due to changes in licensing and accreditation requirements. We currently have students working under two different sets of program requirements, depending on when they began the program. Current program sheets are available on the School of Education Web site. Students must meet with an advisor to determine which program version applies to them.
Advisors, professors, and the dean are available to advise students on how to meet requirements, but each student is individually responsible for fulfilling them.
General Requirements and Programs
The School of Education, in cooperation with the Indiana Department of Education, has established certain academic requirements that must be met to earn a degree and/or certification.
The requirements vary according to the chosen field of study. Advisors, coordinators, and the dean assist students in planning a program of study to satisfy requirements, but each student assumes final responsibility for meeting all deadlines and completing all requirements for certification and graduation. It is, therefore, essential to be familiar with the certification requirements set forth in this Campus Bulletin.
If a student in the secondary education program earns certification while enrolled in a degree-granting program in another academic program of the university, both the requirements for graduation in the degree-granting academic program and the requirements for certification in the School of Education must be satisfied.
To receive an undergraduate degree from the School of Education, one must be admitted to either the early childhood associate degree program or the Teacher Education Program leading to a Bachelor of Science degree. In meeting all graduation requirements, the student must complete at least 30 credit hours as a School of Education student at IUSB.
The School of Education provides the following degree programs, which lead to a recommendation for teacher certification. All programs and courses are subject to change and/or deletion pending action by the Indiana Professional Standards Board.
Associate of Science in Early Childhood Education
Bachelor of Science in Education
Elementary Education
Secondary Education
English
Mathematics
Social Studies
Science
Students may add certification areas to the license by completing these requirements in addition to the elementary or the secondary degree requirements:
Special Education (mild interventions)
Other areas may be added in the future
Information about courses, programs, requirements for degrees, and teaching licenses may be obtained from the Education Student Services Office.
Before receiving a teaching license, a student must not only complete the courses required for that license, but also must be recommended to the Division of Teacher Education and Certification of the Indiana Professional Standards Board by the School of Education, based on evidence presented concerning personal qualities, professional characteristics and competencies, general health, speech qualities, and scholastic attainment essential for success as a teacher.
The Indiana Professional Standards Board also requires that candidates successfully complete the National Teacher Examination, PPST-Praxis I, and PPST-Praxis II. Informational booklets concerning those examinations are available in the Education Student Services Office.
NOTE: Most programs in education have very few electives. You must
work closely with your advisor to avoid taking unnecessary classes.
Programs in education consist of several components:
General Education Component
Students should consult with advisors to take the courses appropriate for their program.
Education Foundations Courses
These are the basic courses that all education majors take. Some include a field component.
Education Pedagogy Courses
These courses focus on teaching methods in the subject areas. Many include a field component.
Content Courses
Secondary education majors take the courses for their content area.
Student Teaching
This is the capstone experience for all students.
Early Childhood Education
The Early Childhood Education program is a two-year associate degree program developed for the purpose of preparing persons who wish to teach in child development centers and preschool programs. Graduates may also be employed as kindergarten aides, after-school caregivers, or similar places.
The Associate of Science degree may be earned by four semesters of successful full-time academic work. Students attending classes on less than a full-time basis may expect the period to extend beyond two years. Prior to finishing this degree, students must complete a practicum. Students should apply for this practicum one full semester ahead of time by contacting the director of student teaching.
Admission to
the Early Childhood Associate Degree Program
Students wishing to pursue the Associate Degree in Early Childhood Education may be admitted into the School of Education providing they have met formal admission requirements as stated in the section on Admission in this Campus Bulletin, and have completed 15 credit hours. Students from other academic programs or institutions must have a minimum GPA of 2.0 prior to admission to the School of Education.
No one will be admitted to the School of Education associate degree program unless they have satisfied all remedial course work as indicated by placement examinations.
Students choosing to pursue a Bachelor of Science in Education degree, and who wish to certify to teach, should anticipate five separate formal application/admission steps:
1. Admission to the School of Education as a preeducation major.
2. Admission to the Teacher Education Program (TEP).
3. Application for student teaching placement.
4. Application for graduation.
5. Application for a teaching license.
Each of these steps is described in the following pages.
1. Preeducation Major Admission
No one will be admitted to the School of Education Teacher Education Program unless they have satisfied all remedial course work as indicated by placement examinations. These courses include MATH M004 Introduction to Algebra, MATH M014 Basic Algebra, ENG W031 Pre-Composition, EDUC X100 Practical Reading and Study for Self Improvement, and EDUC X101 Techniques in Textbook Reading.
Freshman Year
Freshmen may be directly admitted as a preeducation major. Additional requirements must be met prior to admission to the specific teacher education programs which include elementary education and secondary education.
From Other Schools within Indiana University as well as Other
Educational Institutions
Students other than freshmen registered in any other academic program of Indiana University or another educational institution may apply for permission to transfer to the School of Education provided they are in good standing, have a minimum average of C (2.0 on a 4.0 scale), and have made arrangements to complete the specific courses required by the School of Education prior to being admitted to the Teacher Education Program.
2. Admission to the Teacher Education
Program
Application for admission to the Teacher Education Program (TEP) is a process separate from, and in addition to, admission to the School of Education as a preeducation major. All professional advanced education courses are closed to students who have not been admitted to a Teacher Education Program or the Associate Degree in Early Childhood Education.
Upon completion of all TEP admission requirements, students need to complete an application for admission into the TEP, available in the Education Student Services Office. Completed applications are to be turned in to the Education Student Services Office.
Step One
Completion of the following courses:
EDUC F100 Introduction to Teaching (1 cr.)
EDUC P250 Educational Psychology
EDUC W200 Microcomputing for Education: An Introduction
EDUC K200 Introductory Practicum in Special Education (0 cr.)
EDUC K205 Introduction to Exceptional Children
Prerequisite: 26 credit hours completed or sophomore standing (except for early childhood students). Consult with advisors to take general education courses that will apply to the program requirements.
PPST-Praxis I
The Pre-Professional Skills Test (PPST-Praxis I) is required for all education majors except those pursuing an Associate Degree in Early Childhood Education. The PPST-Praxis I assesses basic skills in mathematics, reading, and writing. Students must pass all three parts of the test. The passing of the PPST-Praxis I and completion of EDUC P250 Educational Psychology are the minimum prerequisites for every education course except EDUC K200 Introductory Practicum in Special Education, EDUC K205 Introduction to Exceptional Children, and EDUC W200 Microcomputing for Education: An Introduction. EDUC K205 and EDUC W200 are the only education courses which may be taken prior to passing EDUC P250 and all three parts of the PPST-Praxis I.
Students are allowed to take the test as many times as needed to obtain passing scores. Once a part of the PPST-Praxis I has been passed, it does not have to be retaken. For example, a student who passed the reading and writing portions of the PPST-Praxis I, but not the mathematics portion, would not have to retake the reading and writing portion of the test; the student would only register to retake the mathematics portion.
Specific dates of the PPST-Praxis I and registration deadlines are printed in The Praxis Series bulletin. Bulletins are available in the Education Student Services Office. The registration deadline for the examination is usually four to five weeks in advance of the test. The examination is offered four to five times a year. It can take up to six weeks for test results to be posted, so plan ahead to meet deadlines.
PPST-Praxis I Passing
Scores
Mathematics 175 or above
Reading 176 or above
Writing 172 or above
The Educational Testing Service also offers the Computer Based Test (CBT) as a substitute for the PPST-Praxis I. The CBT is simply the PPST-Praxis I on computer. Registration forms for the CBT are available in The Praxis Series bulletin. Specific procedures and limitations apply to the CBT; students should read the information in The Praxis Series bulletin carefully before registering.
CBT Passing Scores
Mathematics 320 or above
Reading 323 or above
Writing 318 or above
The PPST-Praxis I/CBT must be taken and passed before student may proceed to Step Two.
Students should be sure to take the appropriate section of EDUC W200 Microcomputing for Education: An Introduction. Some sections are for elementary education, others are for secondary education. Students who are not familiar with telecommunications, word processing, spreadsheets, and library databases, should take CSCI A106 Introduction to Computing prior to taking EDUC W200.
EDUC K200 Introductory Practicum in Special Education and EDUC K205 Introduction to Exceptional Children require approximately 20 hours of observation in area schools and agencies working with exceptional needs learners–arranged on the student's own time.
Step Two
Intermediate foundations and general methods courses are taken in Step Two. All classes in Step Two require the prerequisites of passing EDUC P250 with a C or higher, and passing all three portions of the PPST-Praxis I. These prerequisites must be completed before taking intermediate foundations courses.
EDUC H340 Education in American Culture
A mix of elementary, secondary, and special education students in a class that focuses on the social foundations of American education and on diversity issues. (Prerequisite: ANTH E105 Culture and Society, SOC S161 Principles of Sociology, or SOC S163 Social Problems.)
Note: All
students are strongly encouraged to take EDUC F201-EDUC F202 and general
methods (EDUC M311-EDUC R301 or EDUC M314-EDUC R301) together. What you learn
in one course complements the other.
EDUC F201 Exploring the Personal Demands of
Teaching: Laboratory Experience (2 cr.)
EDUC F202 Exploring the Personal Demands of
Teaching: Field Experience (1 cr.)
A few sections may be designated elementary or secondary in the Schedule of Classes. The 2 credit hour portion of EDUC F201 is a small class (about 14 students) in which students will learn and practice interpersonal communication skills and other important skills for teaching. The 1 credit hour field experience, EDUC F202, requires 30 hours in a P-12 school setting outside of class time and includes observation and teaching three lessons. This field experience is almost always assigned in either South Bend or Elkhart schools so students have an urban field experience. Both classes are graded pass/fail.
NOTE: EDUC M311
and EDUC M314 replace the current general methods class, EDUC M310. The new
classes (EDUC M311 and EDUC M314) will likely be offered beginning spring
semester of 2004. However, final course scheduling has not yet occurred. Please
stay in touch with your advisor(s) regarding the scheduling of these courses.
Elementary Education Methods Courses
EDUC M311 General Methods for Kindergarten/
Elementary Teachers
EDUC R301 Audiovisual-Production of Materials
(1 cr.)
EDUC M311 addresses both general teaching issues for preschool and elementary teachers and instruction issues such as objectives, lesson plans, instructional strategies, questioning, and assessment. Students may do several microteaching lessons in which they plan, teach, and reflect upon a short lesson either with peers or with P-12 students. EDUC R301 involves several required workshops in the Learning Resource Center (LRC) that may occur outside of class time and produce several work samples of instructional materials that will likely be incorporated in EDUC M311.
Secondary Education Methods Courses
EDUC M314 General Methods for Senior High/Junior
High/Middle School Teachers
EDUC R301 Audiovisual-Production of Materials
(1 cr.)
EDUC M314 addresses both general teaching issues for middle school and high school teachers and instruction issues such as objectives, lesson plans, instructional strategies, questioning, and assessment. Students may do several microteaching lessons in which they plan, teach, and reflect upon a short lesson either with peers or with P-12 students. EDUC R301 involves several required workshops in the LRC that may occur outside of class time and produce several work samples of instructional materials that will likely be incorporated in EDUC M314.
Secondary majors should be aware that there may only be one section of EDUC M314 offered each fall and spring semester. Please be flexible with your schedule and plan carefully.
Additional Requirements for admission to the Teacher Education
Program (TEP):
• A 2.5 overall Indiana University GPA.
• Completion of ENG W131 Elementary Composition and SPCH S121 Public Speaking with at least a C in each course. Correspondence credit will not be accepted for these courses.
• Completion of at least 26 credit hours of general education courses. See your advisor to choose courses that meet your program requirements.
• Completion of the following education foundation courses (18 cr.) with a C or better in each course:
EDUC F201 Exploring the Personal Demands of
Teaching: Laboratory Experience (2 cr.)
EDUC F202 Exploring the Personal Demands of
Teaching: Field Experience (1 cr.)
EDUC K200 Introductory Practicum in Special
Education (0 cr.)
EDUC H340 Education in American Culture
EDUC K205 Introduction to Exceptional Children
EDUC P250 Educational Psychology
EDUC R301 Audiovisual-Production of Materials
Production (1 cr.)
EDUC W200 Microcomputing for Education: An
Introduction
One of the following:
EDUC M311 General Methods for Kindergarten/
Elementary Teachers
EDUC M314 General Methods for Senior High/Junior High/Middle School Teachers
• Successful completion of the PPST-Praxis I or CBT examination.
• (Secondary) Complete a minimum of 12 credit hours in a major with at least a 2.5 major area GPA.
• (Elementary) Check with your advisor on particular requirements regarding the MATH T101 Mathematics for Elementary Teachers I, MATH T102 Mathematics for Elementary Teachers II, and MATH T103 Mathematics for Elementary Teachers III courses and other prerequisites for Elementary Education Block I.
3. Application for Student Teaching Placement
Student Teaching Eligibility Requirements
Please check the School of Education Web site for current eligibility policy.
Prior to beginning student teaching and practica, undergraduate and graduate certification students must:
1. Be admitted to the Teacher Education Program.
2. Complete all required courses for their specific degree program with grades posted on the transcript which meet the following standards:
a. A minimum overall GPA of 2.5.
b. A minimum GPA in professional education courses of 2.5 with no grade in these courses less than C (2.0).
3. Meet the following requirements for specific program or major areas:
a. Elementary education majors and elementary graduate certification students must achieve a minimum GPA of 2.0 in each of the following general education areas: fine arts, language arts, mathematics, science, and social studies. In addition, students must obtain a grade of C (2.0) in the following courses: EDUC K205 Introduction to Exceptional Children and EDUC W200 Microcomputing for Education: An Introduction.
b. Secondary education majors and secondary graduate certification students must attain a minimum overall GPA of 2.5 in major or content courses with all grades in any major, minor, or primary or supporting area of at least a C (2.0).
4. Change all incompletes to grades meeting the above standards prior to beginning the student teaching experience.
5. Complete all correspondence courses with grades meeting the above standards posted on the student’s transcript prior to beginning the student teaching experience. Correspondence courses should be completed by the last week of July if students have applied to student teach in the fall semester and by the last week in November if students have applied to student teach in the spring semester.
6. Attend an informational session explaining eligibility requirements and the application process for student teaching and practica. Notification of these sessions will be posted in the School of Education in Greenlawn Hall. Students must watch for signs as they will not receive personal communication.
7. Submit, after attending one of the
informational sessions, a student teaching application along with a one page
statement of educational philosophy and a one page statement elaborating on
personal qualifications to the director of student teaching. This packet must
be submitted by the deadline posted on the student teaching bulletin board in
the south hall of Greenlawn Hall. This deadline will be in early December of
the academic year prior to the student teaching semester. For example, students
planning to student teach during the fall 2003 or spring 2004 semester must
submit applications by the end of the fall 2002 semester. Late applications will be accepted on a case-by-case basis if
accompanied by a letter of explanation; however, student teaching placements
are not guaranteed for late applicants.
8. Provide, along with the application, the names of two IUSB full-time faculty, at least one of whom is from the School of Education, who can be contacted for recommendations. Prior to requesting student teaching placements, a list of students applying to student teach will be circulated to the faculty for review. Positive evaluations are required for placement.
9. Provide evidence of successful completion of a certified course in first aid and in CPR.
10. Attend a student teaching orientation session within the first two weeks of August for fall student teachers and within the first two weeks of December for spring student teachers. Students will be notified by letter of these scheduled sessions.
11. Meet with academic advisors to be sure all
course requirements will be completed prior to student teaching. If it is
determined that a student has not met program requirements, the student may be
removed at any time from the student teaching or practicum experience. A
student teaching placement is not a guarantee that requirements have been met
nor is the process of determining eligibility to be considered a substitute for
meeting with an advisor. Students found
ineligible for student teaching or practica because they did not meet the above
criteria may appeal these decisions in writing directly to the dean of the
School of Education.
12. Students will be allowed to state preferences for student teaching placements, but the first priority is to place according to availability of qualified classroom supervising teachers. The following restrictions apply to student teaching placements. Students may not student teach at schools (and in some instances in school corporations):
a. beyond a 20 mile radius of IUSB;
b. where they have been employed; however, students may student teach where they have been substitute teachers;
c. where they have been school board members or are related to a school board member;
d. out of state, except in certain school districts in southern Michigan which have a contractual agreement with Indiana University;
e. attended by their children or where a relative is employed. If a relative is employed in a central administrative position, students may not be allowed to student teach in the school corporation; and
f. where they have attended school.
It is the student’s responsibility to complete forms accurately. If it is discovered that a student did not provide accurate information and has been placed in a school where one of the above limitations applies, the student may be removed from the student teaching assignment.
Note: Students wishing to ask for exceptions
to the above policies must appeal in writing directly to the dean of the School
of Education.
During the semester prior to student teaching (by October 30 for students planning to student teach in the spring semester and by March 30 for those planning to student teach in the fall semester) students must reactivate their student teaching application by updating the material in the student teaching packet and submitting it to the director of student teaching. Once this has been received and a placement has been found, the student will be notified of the student teaching assignment.
4. Application for Graduation
Students registering on the IUSB campus during the last term before completing the requirements for a degree in the School of Education must file an application for the degree at the Education Student Services Office. Students completing work for degrees in the School of Education in absentia must notify the advising office of the School of Education at least two months prior to the time the degree is to be granted. Students who are not in the School of Education should obtain an application from the dean of the school in which they are enrolled. No education degrees will be conferred or teaching licenses recommended without the candidate’s successful completion of all certification requirements, including satisfactory performance in student teaching.
5. Application for
Indiana
Teaching License
Degree
Seeking Students
The application for teaching licensure in the state of Indiana may be secured from the Office of Education Student Services and must be returned to the certification officer before it is submitted to the Indiana Professional Standards Board.
Only students completing an academic program through the School of Education at IUSB may be initially recommended for licensure in the state of Indiana.
Licensing Procedures for Individuals Other than Degree-Seeking
Students
Those holding a degree in education from an out-of-state institution or holding an out-of-state teaching license must go through the Indiana Professional Standards Board, 251 East Ohio Street, Suite 201, Indianapolis, Indiana 46204-2133 for an evaluation. Contact the Office of Education Student Services for further details on this process.
Those holding an Indiana license or who have never had certification can request an official evaluation from the IUSB Education Student Services Office.
An appointment can be made with an advisor from the Education Student Services Office for an evaluation. Those who decide to pursue teacher certification at IUSB must complete a formal application to the university. The application may be obtained from the Education Student Services Office.
Standardized Test Requirements
Pre-Professional Skills Test
The Pre-Professional Skills Test (PPST-Praxis I) is required for all education majors except those pursuing an Associate Degree in Early Childhood Education. The PPST-Praxis I assesses basic skills in mathematics, reading, and writing. Students must pass all three parts of the test. The passing of the PPST-Praxis I along with completion of EDUC F100 Introduction to Teaching, and EDUC P250 Educational Psychology are the minimum prerequisites for every education course except EDUC K200 Introductory Practicum in Special Education-EDUC K205 Introduction to Exceptional Children, and EDUC W200 Microcomputing for Education: An Introduction. EDUC K205 and EDUC W200 are the only education courses which may be taken prior to passing EDUC P250 and all three parts of the PPST-Praxis I.
Students can take the test as many times as needed to obtain passing scores. Once a part of the PPST-Praxis I has been passed, it does not have to be retaken. For example, a student who passed the reading and writing portions of the PPST-Praxis I, but not the mathematics portion, would not have to retake the reading and writing portion of the test; the student would only register to retake the mathematics portion.
Specific dates of the PPST-Praxis I and registration deadlines are printed in The Praxis Series bulletin. Bulletins are available in the Education Student Services Office. The registration deadline for the examination is usually four to five weeks in advance of the test. The examination is offered four to five times a year.
PPST-Praxis I Passing
Scores
Mathematics 175 or above
Reading 176 or above
Writing 172 or above
The Educational Testing Service also offers the Computer Based Test (CBT) as an alternative for the PPST-Praxis I. The CBT is simply the PPST-Praxis I on computer. Registration forms for the CBT are available in The Praxis Series bulletin. Specific procedures and limitations apply to the CBT; students should read the information in The Praxis Series bulletin carefully before registering.
CBT Passing Scores
Mathematics 320 or above
Reading 323 or above
Writing 318 or above
The Indiana Professional Standards Board requires that all candidates take the National Teacher Examination (NTE) prior to applying for an Indiana teaching license. A specialty area test (NTE) is required in each major, minor, primary, and supporting area. Minimum test scores are available in the Education Student Services Office. The NTE is comprised of two parts:
1. PPST-Praxis I
2. Specialty test
Successful PPST-Praxis I scores for admittance into the teachers education program will meet the state of Indiana licensure requirements for the first part of the NTE.
The NTE is a requirement of the Indiana Professional Standards Board. Most students will take the examination during their junior or senior year. Booklets describing the test, test sites, and dates are available in the Education Student Services Office.
Undergraduate Degrees in Other Academic Programs
A candidate may secure a secondary teacher license while working for a bachelor’s degree in the College of Liberal Arts and Sciences or the School of the Arts. Such candidates must be admitted to a Teacher Education Program; must meet the general education, professional education, and subject-matter course requirements in the area in which they wish to be certified; and must have completed a minimum of 124 credit hours. Certification students from other academic programs must make an appointment with the education undergraduate advisor to discuss their certification requirements.
Student Services
Academic Advising and Program Planning
Academic advising is available from the Education Student Services Office as well as faculty advisors. Many advising options are available to education majors. Individual appointments may be made with advisors, group sessions are held each semester, and many materials are available on the Web at www.iusb.edu/~edud/. Students are strongly encouraged to meet with advisors frequently because programs are complex and subject to change. Entering students must attend a group or individual orientation session before they will be allowed to register for classes. Students in another academic program who wish to seek teacher certification should meet with an advisor in that office.
Placement Services
The Education Student Services Office of IUSB operates within the framework of the Placement Office of Indiana University Bloomington. The Education Student Services Office assists students in attaining teaching positions and arranges placement interviews with school officials in northern Indiana.
Complete placement papers are an essential part of any successful job search. Students are advised to complete their placement dossier during their senior year so the file is available upon request at graduation.
Personnel in the Education Student Services Office advise students concerning the subject area concentrations most in demand by employers and serve as contact persons for employers, students, and alumni seeking positions in education. Placement advisors also assist students in preparing resumes, interviewing, and conducting successful job campaigns.
Although there is no charge for compiling, registering, or updating credentials, a nominal fee is required to activate credentials in each single placement year, which begins on October 1 and ends on September 30.
Payment of the activation fee gives the registrant access to periodic lists of vacancies reported to the Bloomington Educational Placement Office and entitles the student to three sets of credentials mailed in support of applications for employment. An additional fee is charged for each set of credentials in excess of the original three.
Credentials can be transmitted by the registrant by written request to the Educational Placement Office. Credentials are also sent upon the written request of employers or the student’s faculty advisors. Only the registrant, however, can authorize the release of credentials in excess of the initial three sets.
Interviews with employers are arranged at IUSB each spring. Local school corporations, those within a 60-mile radius, are invited to interview with graduating seniors and certification students. IUSB students may also participate in interviews at the Bloomington campus with school corporations from all over the country.
The Education Student Services Office posts listings of job vacancies on the job board. Students are also eligible to receive a weekly national listing compiled by the Bloomington campus. Students may be contacted by the office about vacancies, and vacancy listings are also on file in the Education Student Services Office.
Education students also are encouraged to seek placement information and service from the IUSB Career Services Office, located in the Administration Building, for information outside of the field of education.
Professional Student Education
Organizations
Indiana Student Education Association
The Indiana Student Education Association (ISEA) is a student section of the National Education Association (NEA). Its aim is “to provide opportunities for personal growth, and participation in professional activities.” Membership entitles the student to all rights and privileges of the National Education Association, the Indiana State Teachers Association, and the Indiana Student Education Association, and a year’s subscription to Today’s Education and Impact. For further information, call the School of Education.
Student Council for Exceptional Children
The Student Council for Exceptional Children (SCEC) is devoted to the improvement of the education of all exceptional children—handicapped and gifted. Founded in 1922, SCEC has a membership composed of administrators, teachers, therapists, clinicians, students, and other people concerned with the education of exceptional children and youth. The Student Council for Exceptional Children is composed of students from across the United States. It serves the educational community through publications, special conferences, conventions, personnel recruitment and employment services, and legislative activities. Applications may be obtained from Greenlawn Hall, 131. The chapter meets regularly and welcomes new members who wish to be involved in the education of exceptional children.
Academic Policies
Please refer to the University Academic Regulations and Policies section in the front part of this Campus Bulletin for general information, all of which applies to education students unless explicitly noted otherwise. Academic policies specific to the School of Education are described below.
The school will not accept a grade below C (2.0) in the student’s concentration area(s) for either a bachelor’s degree or teacher certification program. Additional grade requirements are outlined in the sections on Admission to the Teacher Education Program and Probation/Retention requirements.
• For students majoring in secondary education, the rule applies to professional education, major (primary), and minor (supporting) courses.
• For students majoring in elementary education, the rule applies to professional education courses.
Laboratory and Field Experience
In accordance with teacher certification requirements of the state of Indiana, all students in education must complete an established series of laboratory, field, practicum, and student teaching experiences.
Field experiences begin with introductory courses in education and continue throughout the undergraduate series of professional courses. Supervised experiences are provided in selected elementary, junior high/middle school, high school, and special educational settings. These field experiences require time spent in the public schools during the usual daytime school hours. A fee is assessed for each of these formal experiences.
Correspondence Courses
With the permission of the advisor of the School of Education, students enrolled in regular course work may take correspondence work. Students will not be granted credit toward the degree Bachelor of Science in Education for more than 18 credit hours of work taken in correspondence courses.
A maximum of 12 credit hours in academic subjects may be taken by correspondence to count toward a general elementary standard teaching license. These do not include specific education or methods courses. A maximum of 9 credit hours in a major area may be taken by correspondence to count toward a secondary education teaching license. No education course may be taken through correspondence. MATH T101, MATH T102, and MATH T103 may not be taken through correspondence. For further information, students should consult the Indiana University Independent Study Program catalog of courses.
All correspondence courses must be completed with a grade recorded at the Education Student Services Office before the student will be allowed to student teach.
Transfer Credit
Students who transfer from other programs and/or schools must meet with an advisor who will determine whether prior courses will meet requirements of their desired program. Students who transfer in may not be able to complete the program in the usual number of hours and semesters.
Pass/Fail Option
The general regulations for this option apply in the School of Education. A student preparing for early adolescent/young adult may elect to receive a pass/fail rating in classes to fulfill general education requirements, providing they are not in the major teaching areas or part of the requirements in professional education. A student preparing for elementary education may elect to receive a pass/fail rating in courses taken as electives. The request for pass/fail option must be completed during the first three weeks of fall and spring semesters, and during the first two weeks of a summer session by processing the prescribed request in the Education Student Services Office. This election is not reversible.
Professional Conduct and Letters of Concern
In addition to academic performance, IUSB’s teacher certification candidates will be evaluated on the basis of their professional conduct and teaching performance. It is particularly important that IUSB education students maintain professional behavior in host schools, since they represent the university. Improper conduct on their part can adversely affect the lives of the children. Unsatisfactory professional conduct or performance on the part of an IUSB education student whether on campus or in host schools may result in that student’s separation from the Teacher Education Program.
The process by which unprofessional performance will be evaluated is the Letter of Concern. The letter may be used by any professional connected with the Teacher Education Program to identify a student in the program whose professional performance or approach is questionable.
Because grades reflect the student’s academic performance, this letter will not be used to report academic problems. Rather, it will be used when there is a strong concern about a student’s ability to become a professional educator. For example, a student may exhibit a genuine dislike for children or have behaviors toward education that would seem inconsistent with the requirements of the profession.
The intent of this system is to add professional judgment to the teacher education process. When a Letter of Concern has been filed, the student, the dean, and the advising office will receive copies. Confirmation of this notification will be sent to the person who filed the Letter of Concern. Except in very serious situations, two letters of concern must be received before a student’s case is reviewed by the dean, an advisor and a faculty member. It is assumed that in most cases corrective action will be taken, although such a review can result in termination of the student’s involvement in the program.
Probation, Dismissal, and Reinstatement-Preeducation Majors
Probation and Dismissal
A 2.0 GPA (C) is the minimum acceptable standard of performance for students at any campus of Indiana University. Students whose cumulative grade point averages fall below 2.0 must recognize that they are not making satisfactory progress toward a degree, are not in good standing, and are in danger of being dismissed from Indiana University (all of the Indiana University campuses).
Students are on probation for the duration of the next regular semester or summer session following the one in which they fail to attain a 2.0 cumulative GPA. Students may be dismissed from the university if they have a cumulative GPA less than 2.0 for two consecutive semesters.
Appeal and Readmission
A student may petition to be readmitted to the school, using the petition form. Once dismissed, the student must wait for at least one semester before applying to the Curriculum and Standards Committee of the School of Education for readmission. The deadlines for submitting the petition form to the Education Student Services Office for the Curriculum and Standards Committee are as follows:
• October 1 Spring semester
• June 1 Fall semester
• March 1 Summer sessions
If the student is readmitted to the School of Education, an academic contract with the academic advisor must be signed. If the student does not meet the terms of the contract, dismissal from the School of Education will result.
Probation, Dismissal and Reinstatement-Teacher Education Program
(TEP)
Probation and Dismissal
Students are on probation for the duration of the next regular semester or summer session following the one in which they fail to attain a 2.5 cumulative GPA. Students then need to obtain at least a 2.5 semester GPA the following semester, or risk dismissal from the school. If the cumulative GPA is below 2.5 for two successive semesters, students are required to make an appointment with their academic advisor to sign an academic contract. They will also be put on checklist and will require the academic advisor’s approval for registration in all classes. They will not be allowed to preregister for any classes. If students do not meet the terms of the academic contract, they will be dismissed from the School of Education.
In the case of serious illness or other extenuating circumstances, students will be allowed to present pertinent information to the Education Student Services Office and/or the dean of the School of Education. The above regulations may then be waived if conditions warrant.
Appeal and Readmission
Students may petition for readmission to the school, using the petition form. Once dismissed, the student must wait for at least one semester before applying to the Curriculum and Standards Committee of the School of Education for readmission. Deadlines for submitting the petition form to the Education Student Services Office for the Curriculum and Standards Committee are:
• October 1 Spring semester
• June 1 Fall semester
• March 1 Summer sessions
If the student is readmitted to the Teacher Education Program, an academic contract with the academic advisor must be signed. If the student does not meet the terms of the contract, dismissal from the School of Education will result.
Students who are dismissed from the Teacher Education Program, but are still in good standing with the university, may transfer to another academic program. They may not resume preeducation major status. If they choose to major in the education associate degree program, they will be checklisted and allowed to enroll in courses to complete that degree only.
Academic Honors
Among the honors in the School of Education are the Dean’s List, posted every semester, of students who have earned high academic honors. There are also honors bestowed at the graduation ceremony. Please refer to the Dean’s List in the Academic Regulations and Policies section of this Campus Bulletin.
Bachelor of Science in Education with Distinction
The School of Education recognizes high cumulative grade averages with designations of distinction, high distinction, and highest distinction. To be eligible, a student must:
• Earn a minimum grade point average of 3.5 for distinction, a minimum grade point average of 3.7 for high distinction, and a minimum grade point average of 3.9 for highest distinction in all work taken toward the degree Bachelor of Science in Education.
• Be in the top 10 percent of the education graduating class.
• Have completed 60 credit hours at Indiana University.
Program Descriptions
Special Notice: The following program descriptions are written under the guidelines of the Rules 2002 Teacher Education and Certification Handbook, which went into effect in July 2002. Programs may be altered by the School of Education at IUSB in response to changes mandated by the Indiana Professional Standards Board or to increase the effectiveness of the program. Every effort will be made to ease any transition between changing requirements so as not to jeopardize the progress of the matriculated student. Students who are currently working on an academic program that was begun under Rules 46-47 will have until June 30, 2006 to finish their program. Students are advised to confer with the staff of the Education Student Services Office concerning current educational requirements.
Associate of Science in Early Childhood Education
A minimum of 62 credit hours is required for graduation. A minimum overall GPA of 2.0 and not less than a 2.0 in each education course must be earned for retention and graduation in the Early Childhood Education program. With early advising it is possible to complete the Bachelor of Science in Elementary Education in two additional years after the completion of the associate degree. An overall GPA of 2.5 is required to be admitted to the Teacher Education Program and go on for the Bachelor of Science in Elementary Education. An outline of program requirements follows:
General Education Courses
(All courses are 3 cr.
hours unless otherwise designated.)
Content Subjects (21 cr.)
ENG W131 Elementary Composition
ENG L390 Children’s Literature
HPER N220 Human Nutrition
MATH T101 Mathematics for Elementary Teachers I
PSY P103 General Psychology
SOC S161 Principles of Sociology
SPCH S121 Public Speaking
Professional Education Courses
Professional education courses may not be taken by correspondence.
Foundations (9 cr.)
EDUC E328 (P) Science in the Elementary School (2 cr.)
EDUC E339 (P) Methods of Teaching Language Arts
(2 cr.)
EDUC E340 Methods of Teaching Reading I
EDUC F201 (P) Exploring the Personal Demands of
Teaching: Laboratory Experience (2 cr.)
EDUC F202 (P) Exploring the Personal Demands of
Teaching: Field Experience (1 cr.)
EDUC M301 (P) Laboratory/Field Experience (1 cr.)
EDUC M314 (P) General Methods for Senior High/
Junior High/Middle School Teachers
EDUC M323 (P) The Teaching of Music in the
Elementary School (2 cr.)
EDUC M333 (P) The Teaching of Art in the
Elementary School (2 cr.)
EDUC P250 Educational Psychology
EDUC R301 (P) Audiovisual-Production of Materials
(1 cr.)
Early Childhood Education Courses (16 cr.)
EDUC E317 (P) Practicum in Early Childhood
Education (4 cr.)
EDUC E330 (P) Infant Learning Environments
EDUC E335 Introduction to Early Childhood Education
EDUC E337 Classroom Learning Environments
EDUC E338 (P) The Early Childhood Educator
EDUC M101 Laboratory/Field Experience (0 cr.)
Special Education Courses (6 cr.)
EDUC K200 Introductory Practicum in Special
Education (0 cr.)
EDUC K205 Introduction to Exceptional Children
Bachelor of Science in Education
Specific Degree Requirements
The specific requirements for the Bachelor of Science in Education degree are as follows:
1. Admission to TEP.
2. The completion of a total of 124-127 credit hours of academic credit including 35 credit hours of courses at the junior and senior level (courses numbered higher than 299) and at least 30 of the last 60 credit hours of work in residence at IUSB. These 30 credit hours will, with rare exception, include student teaching and methods course(s) in the major teaching areas. Students also must take some of the work in the major area at IUSB unless they are transfer students from an Indiana University campus where a degree in the major is offered. In this case, the requirement of some work in the major area at IUSB may be waived if appropriate. The 30 credit hours must include either one 12 credit hour semester, or two 6 credit hour summer sessions.
3. The completion of all required work in professional education courses and all of the general education and subject matter courses required for recommendation by IUSB for a teacher’s license.
4. Grades:
a. Attain a minimum overall GPA of 2.5.
b. Attain an overall GPA of 2.5 in professional education courses and not less than a 2.0 in each course.
c. (For all elementary education majors) Achieve a minimum GPA of 2.0 in each of the following subject areas: mathematics, science, social studies, language arts, and fine arts.
d. (For all secondary education majors) Achieve a minimum GPA of 2.5 in major or content courses, with no grade below C (2.0) in any major, primary, minor, or supporting area course.
Suggested
Course of Study
In order to make timely progress toward completing the teacher training program, students should make every attempt to follow the current program sheets available on the School of Education Web site.
Bachelor of Science in Education Elementary
Education
Program Requirements
The program has several distinct elements:
• A recommended sequence of general education.
• A professional education component.
• Student teaching or other supervised practicum experience.
Each component is briefly described below.
General Education
General education refers to courses and other experiences that lay the foundation for IUSB's Teacher Education Program. There is a focus on building skills in written and oral communication, information technology, inquiry, science, literature, quantitative reasoning, and both global and democratic perspectives.
The general education requirements for elementary education and Early Childhood Education define the strong generalist preparation that is imperative for elementary teachers and early childhood educators.
Students are encouraged to complete a program of general education by enrolling in courses designated for education majors whenever they are available. In particular, students are urged to follow the general education template for the first 30 credit hours of their program. The sequence has been planned to provide the strongest foundation in learning and to build the most powerful connections between the content of the individual courses.
Professional Education
The professional education component of the Teacher Education Program develops the knowledge, disposition, and skills required for entry to the teaching profession. Some courses focus on knowledge, dispositions, and skills that underlie all teacher education regardless of the developmental focus. Other courses and field experiences focus on what it takes to promote effective teaching and learning at a particular developmental level or in a particular school setting. At IUSB, the professional education component (72 credit hours) is not a collection of isolated courses, but rather a carefully articulated program of study. Courses are taken in a prescribed order. Some must be taken in blocks.
Student Teaching
The 12 credit hours of student teaching and the accompanying integrated seminar represents the culminating experience in the Teacher Education Program. By assuming full responsibility for a class of students, candidates demonstrate their achievement of standards, and reflect both on student learning and on their own effectiveness as teachers.
At IUSB, most students are prepared to teach at two developmental levels and can expect to complete two separate student teaching assignments.
Bachelor of Science in Education Secondary
Education
The IUSB School of Education offers several programs in secondary education. Successful secondary education graduates will be licensed in one or more content areas for both the middle school and high school settings. Each candidate’s program is aligned with the developmental standards for both the early adolescence (middle school) and adolescent/young adult (high school) levels as defined by the Indiana Professional Standards Board. Students may select one or more of the following content areas:
• Mathematics
• English
• Foreign Language (French or Spanish)
• Social Studies (student selects three areas from the following six options: historical perspectives, government and citizenship, geographical perspectives, economics, psychology, and sociology)
• Science (student selects one or more areas from the following: life science, earth space science, physical science, physics, or chemistry) as well the choice of adding to any of the above content areas:
• English as a New Language
A license in any of the areas listed above requires the completion of specified general education, professional education, and content courses for a minimum total of 124 credit hours for the B.S. degree. Students are advised that there are very few elective courses in the secondary education programs and that early program selection and advising is important for timely graduation. For specific courses and advising information, students should contact the Education Student Services Office to speak with an undergraduate advisor. For general program information, students may also request to speak with the program director.
Graduate Certification in Secondary Education
The purpose of this program is to allow candidates who already have a bachelor’s degree to obtain a state teaching license. The program is structured to meet all of the School of Education’s professional education requirements (approximately 43 credit hours) and allows the candidate to meet the requirements of a Master of Science degree concurrently. Secondary graduate certification candidates must complete a number of education courses as well as any relevant additional courses in their area of specialization to obtain state licensure. Successful graduates will obtain state licensure for the middle school (early adolescence) and high school (adolescent/young adult) school settings in one or more of the following content areas corresponding with the existing bachelor’s degree:
• Mathematics
• English
• Foreign Language (French or Spanish)
• Social Studies (student selects three areas from the following six options: historical perspectives, government and citizenship, geographical perspectives, economics, psychology, and sociology)
• Science (student selects one or more areas from the following: life science, earth space science, physical science, physics, or chemistry)
as well the choice of adding to any of the above content areas:
• English as a New Language
Students will also have the option of earning a master’s degree with several additional courses, including a capstone research project. For specific courses and advising information, students should contact the School of Education Student Services Office to speak with the graduate advisor.
Undergraduate Special Education Program
The School of Education began offering a new program in special education in January 2003. All teacher education students seeking a teaching license in special education will major in either elementary or secondary education and will complete the requirements for licensure in their major area. Students will also complete a series of courses for an additional license in mild interventions.
Mild interventions is the new term used by the state to refer to the level of service required by school-age students with special needs. In the past, teaching licenses were given according to specific disability categories; however, future licenses will no longer specify disability categories.
The special education course sequence is designed to prepare teacher education students to work with students with special needs who participate in the general education curriculum, and require mild levels of support or mild interventions to be successful. It is anticipated that teacher education students who complete this sequence of courses will work with students with learning disabilities, mild mental disabilities, emotional disabilities, and others who require mild interventions.
Teacher education students who complete the mild interventions license should be well prepared to work with a variety of students with special needs. This background, in combination with their elementary or secondary teaching credentials, will serve them well as they pursue future teaching opportunities.
Mild Interventions Undergraduate Course Work
Students wishing to complete their license in mild interventions will complete 18-24 hours of additional course work during the last four semesters of their teacher education program. Courses will be offered in the late afternoon or early evening so they will not conflict with elementary or secondary courses. Students must start the sequence during the fall semester. Required field experiences and student teaching will be arranged so students will work with typical students and those with special needs.
Students who would like more information about the mild interventions license should contact the program coordinator at (574) 237-4350 or by e-mail at kbclark@iusb.edu. Students may also discuss this program with any academic advisor in the Student Services Office located in Greenlawn 120. Students may call (574) 237-4845 to arrange for an individual advising appointment.
Indiana License Types and Coverage
IUSB's Teacher Education Program at both the graduate and undergraduate levels was developed to meet the license framework adopted by the Indiana Professional Standards Board (IPSB). The new framework establishes requirements not in terms of courses to be taken, but rather in terms of the standards that program graduates are expected to meet. The license framework addresses the principles set forth by the Interstate New Teacher Assessment and Support Consortium (INTASC) and includes both content standards for different subjects and teaching areas, and developmental standards associated with particular educational settings (early childhood, elementary, middle school, high school).
IUSB offers programs leading to the following licenses:
Elementary License
• Preparation to teach preschool through sixth grades utilizing developmental standards: early childhood and middle childhood.
• School Settings: preschool, elementary primary, elementary intermediate.
• Content Standards: elementary; primary generalist and elementary; intermediate generalist.
Secondary License
• Preparation to teach grades 5-12.
• Developmental Standards: early adolescence/adolescent young adult.
• School Setting: junior high/middle school/high school.
• Content Standards: content area.
Special Education License
• Preparation to teach either preschool through sixth grades or middle school/high school.
• Developmental Standards: early childhood and middle childhood or junior high/middle school/high school.
• School Setting: preschool, elementary, primary and intermediate or junior high/middle school/high school.
• Content Standards: teacher of students with exceptional needs.
Students who would like more information about IUSB’s licensure programs may meet with any academic advisor in the Student Services Office located in Greenlawn 120. Students may call (574) 237-4845 to arrange for an individual advising appointment.
Other Concentrations
Other concentrations of course work may be available. See an advisor in the Education Student Services Office for more information.
Health, Physical Education, and Recreation
Courses in Health, Physical Education, and Recreation (HPER) are available through IUSB in cooperation with various recreational agencies. The primary purpose of these courses is to enable students to value, strive toward, and enjoy optimum health and to gain basic knowledge and skills in a particular physical education area. Various courses may require a payment of additional fees, which will be listed in the Schedule of Classes. There are no licensure nor degree programs available in HPER at IUSB.
Auditing of HPER courses is not permitted. HPER courses are administered through the School of Education. For more information, call the Education Student Services Office.
acadaff@iusb.edu
Last updated:
03/10/2003