Associate Professors: Alexander, Chang, K. Clark, Cress, Heck, Holm, Isaacson, Rios, Sage, R. Smith

Assistant Professors: Chase, Davies, Deuschle, Hurst, Koh, J. Lewandowski, Linton, Okrah, Petersen,

Skarbek, Spitzer

Lecturers: Bushong, Domina, Hadley, Sprague, Youngs

Faculty Emeriti: Bailey, Calvin, DuVall, James, Krepel, Leggett, Parelius, Petersen, Urbach

Director of Education Student Services, Graduate Advisor, Teacher Certification Officer: Eli

Undergraduate Advisor: Sanders

Director of Student Teaching: L. Young

Coordinator of Professional Development Courses: Stahr

Through our programs in the School of Education at Indiana University South Bend and our active engagement in the community, we prepare teachers and other school personnel to be competent, ethical, and reflective practitioners. Our candidates and faculty are dedicated to continuous learning in order to address the needs of diverse individuals and to prepare them for the complexities of a rapidly changing world. As part of a public comprehensive university and through our service to schools we strive to make a positive difference in the community within and beyond north central Indiana.

The members of the faculty and staff in the School of Education have a clear commitment to preparing teachers who are competent professionals, display ethical dispositions, and engage in reflective practice. Further, we are committed to preparing educators who can teach learners from diverse backgrounds and who can use technology to enhance instruction and support student learning. These values are the foundation for the School of Education's conceptual framework, which serves as a guide for all program decisions. The following sections summarize the conceptual framework for the School of Education.

Graduates from IU South Bend education programs are well versed in the knowledge of the subject matter and how to teach that subject matter to diverse learners. Education students have extensive knowledge of learners, instructional pedagogy, diversity, and technology. IU South Bend education students know how to apply this knowledge in educational settings.

Graduates from IU South Bend teacher education programs are caring and ethical teachers who are able to support learning and development in all students. Professional dispositions, as defined by the School of Education, are based on the Indiana Professional Standards Board's principles, and the code of ethics from the National Education Association. Education students must demonstrate their commitment to attaining excellence in teaching and learning. Through their performance in the university classroom and in the field, all education students demonstrate their ability to be collaborative, caring professionals dedicated to meeting the needs of diverse learners. A specific list of dispositions is included in our conceptual framework.

All students in the School of Education are reflective practitioners and decision-makers who are able to analyze and grow from their individual professional experience throughout their careers. Education students develop habits of reflection as they proceed through their teacher education programs.

Teachers prepared at IU South Bend are able to support learning for all students. Our graduates have the knowledge, dispositions, and skills needed to meet the needs of students in today's diverse classrooms.

Teachers prepared at IU South Bend have the knowledge, dispositions, and skills needed to effectively use technology to help all students learn. Education students are expected to incorporate technology throughout their course work and clinical experiences.

Programs in the School of Education are aligned with a variety of national and state standards. Students must demonstrate that they have the knowledge, skills, and dispositions associated with each of the following standards.

Standard One: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches and can create learning experiences that make these aspects of a subject matter meaningful to students.

Standard Two: Growth and Development The teacher understands how children and youth learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

Standard Three: Diversity The teacher understands how learners differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and to learners with exceptionalities.

Standard Four: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage the students' development of critical thinking, problem solving, and performance skills.

Standard Five: Learning Environment The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social actions, active engagement in learning, and self-motivation.

Standard Six: Communication The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active learning, collaboration, and supportive interaction in the classroom.

Standard Seven: Instructional Planning The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Standard Eight: Assessment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of his or her learners.

Standard Nine: Professionalism The teacher is a reflective practitioner who continuously evaluates the effects of his or her choices and action on others (students, parents, and other professionals in the community) and who actively seeks out opportunities to grow professionally.

Standard Ten: Collaboration The teacher communicates and interacts with parents/guardians, families, school colleagues, and the community to support the students' learning and well-being.

Before being recommended to the Division of Licensing of the Indiana Professional Standards Board for any teaching license, students must meet all the standards associated with three summative checkpoints during their program. These checkpoints and the assessments associated with them are referred to as the Undergraduate Unit Assessment System. Students in the School of Education will be required to purchase and submit required artifacts in LiveText at designated checkpoints in the Unit Assessment System. Students' knowledge, skills, and dispositions are assessed by the faculty at the following points:

Checkpoint One–Completion of foundations courses

Checkpoint Two–Before student teaching

Checkpoint Three–Completion of student teaching (prior to recommendation for licensure)

Students are also formatively assessed throughout their programs. These formative assessments are done in individual classes and at various steps during the teacher education program. These formative steps are combined with summative checkpoints and occur in the following order:

Further information about the specific knowledge, skills, and dispositions that will be assessed at each checkpoint can be found on the School of Education Web site.

IU South Bend teacher, counselor, and leadership programs are accredited by the National Council for Accreditation of Teacher Education (NCATE) and by the Higher Learning Commission. The Commission on Teacher Training and Licensing of the Indiana Professional Standards Board has approved all IU South Bend teacher education 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.

Undergraduate students may major in one of two teacher education programs: elementary education or secondary education. Elementary education majors are prepared to teach in elementary school primary and intermediate settings. Secondary education majors select licensure areas from the following concentrations: English, social studies, science, mathematics, and modern languages. Secondary majors are prepared to work in middle school and high school settings. With additional course work, undergraduate students may also be licensed to teach special education mild interventions, and reading. A program to license students to teach English as a new Language is under review by the Indiana Professional Standards Board. A Bachelor of Science degree is granted upon satisfactory completion of all requirements.

The School of Education also offers an Associate of Science in Early Childhood Education degree. The associate degree does not lead to licensure.

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 IU South Bend.

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.

Students may add certification areas to the license by completing these requirements in addition to the elementary or the secondary degree requirements:

Information about courses, programs, requirements for degrees, and teaching licenses may be obtained from the Education Student Services Office.

Programs in education consist of several components:

Students should consult with advisors to take the courses appropriate for their program.

These are the basic courses that all education majors take. Some include a field component.

These courses focus on teaching methods in the subject areas. Many include a field component.

Secondary education majors take the courses for their content area.

This is the capstone experience for all students.

The School of Education programs are continuously assessed. These assessments are data-based and involve evaluating the effectiveness of individual candidates, programs, and the unit as a whole. The School of Education revises programs based on these assessments and in response to changes in licensing or accreditation requirements. Therefore, students should check the School of Education Web site at www.iusb.edu/~edud/ and meet with academic advisors on a regular basis. Finally, students must check their university e-mail accounts to stay informed of program requirements. Each student is individually responsible for fulfilling all program requirements. The following applies to all students:

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 or after-school caregivers.

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 must apply for this practicum one full semester ahead of time by contacting the director of student teaching. Completion of the associate degree does not result in licensure.

Students wishing to pursue the Associate of Science 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. 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.

In order to be eligible to register for classes, students must first be admitted to IU South Bend. To learn more about admission requirements at IU South Bend visit the Web site, www.iusb.edu/, or contact the Office of Admissions. For questions regarding undergraduate programs or campus visitations contact the Office of Admissions, (574) 520-4839. If you have a disability and need assistance, special arrangements can be made to accommodate most needs. Contact the Office of Disabled Student Services at (574) 520-4135.

Freshmen who apply to the School of Education must plan to attend a Freshmen Orientation to obtain information about policies and procedures and specific classes. Students who are admitted after Freshmen Orientation must schedule an appointment to meet individually with an academic advisor. In addition to the requirements outlined by the student's advisor, all freshmen must complete EDUC-F 100 Introduction to Teaching during their first two semesters in the School of Education.

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. All students will be assessed according to the Unit Assessment System.

There are two steps, including courses and standardized tests, that students must successfully complete prior to Checkpoint One in their programs.

Satisfactory completion of the following courses:

The Praxis I: Pre-Professional Skills Tests in Reading, Writing, and Mathematics is required for all education majors except those pursuing an Associate of Science in Early Childhood Education. The Praxis I assesses basic skills in mathematics, reading, and writing. Students must pass all three parts of the test. The passing of the Praxis I and completion of EDUC-P 250 Educational Psychology are the minimum prerequisites for every education course except EDUC-K 200 Introductory Practicum in Special Education, EDUC-K 205 Introduction to Exceptional Children, and EDUC-W 200 Microcomputing for Education: An Introduction.

Students are allowed to take the Praxis I test as many times as needed to obtain passing scores. Once a part of the 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 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 Praxis I and registration deadlines are printed in The Praxis Series bulletin. Bulletins are available in the Education Student Services Office located in Greenlawn 120. 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, students must plan ahead to meet deadlines.

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 Praxis I. The CBT is simply the 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.

Mathematics 320 or above

Reading 323 or above

Writing 318 or above

The Praxis I/CBT must be taken and passed before students may proceed to Step Two.

Students should be sure to take the appropriate section of EDUC-W 200 Microcomputing for Education: An Introduction. Some sections are for elementary education, others are for secondary education.

In order to enroll and take EDUC-W 200 Microcomputing for Education: An Introduction, students must either pass CSCI-A 106 Introduction to Computing offered by the Department of Computer and Information Sciences at IU South Bend, or pass (with a score of 50+) the College-Level Examination Program (CLEP) test entitled Information Systems and Computer Applications. Currently, students may take the CLEP test at Bethel College, Goshen College, or at Ivy Tech Community College. Further information on these prerequisites is available on the EDUC-W 200 Microcomputing for Education: An Introduction bulletin board by Greenlawn 132.

EDUC-K 200 Introductory Practicum in Special Education and EDUC-K 205 Introduction to Exceptional Children require approximately 20 hours of observation in area schools and agencies working with exceptional needs learners and arranged on the student's own time.

Intermediate foundations and general methods courses are taken in Step Two. These classes enhance students’ professional and pedagogical knowledge. All classes in Step Two require the prerequisites of passing EDUC-P 250 Educational Psychology with a C or higher, and passing all three portions of the Praxis I. These prerequisites must be completed before taking the following courses:

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-E 105 Culture and Society, SOC-S 161 Principles of Sociology, or SOC-S 163 Social Problems.)

A few sections may be designated elementary or secondary in the Schedule of Classes. The 2 credit hour portion of EDUC-F 201 Exploring the Personal Demands of Teaching: Laboratory Experience 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-F 202 Exploring the Personal Demands of Teaching: Field Experience, requires 30 hours in a P–12 school setting outside of class 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.

Professional dispositions are assessed in EDUC-F 201 Exploring the Personal Demands of Teaching: Laboratory Experience and EDUC-F 202 Exploring the Personal Demands of Teaching: Field Experience. Students must demonstrate professional dispositions in order to meet the standards assessed at Checkpoint One.

EDUC-M 311 General Methods for Kindergarten/ Elementary Teachers 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 K-6 students. EDUC-R 301 Audiovisual-Production of Materials involves several required workshops in the Learning Resource Center that may occur outside of class time and produce several work samples of instructional materials that will likely be incorporated in EDUC-M 311 General Methods for Kindergarten/Elementary Teachers.

EDUC-M 314 General Methods for Senior High/Junior High/Middle School Teachers 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 students in grades 5-12. EDUC-R 301 Audiovisual-Production of Materials involves several required workshops in the Learning Resource Center that may occur outside of class time and produce several work samples of instructional materials that will likely be incorporated in EDUC-M 314 General Methods for Senior High/Junior High/Middle School Teachers.

Secondary majors should be aware that there may only be one section of EDUC-M 314 General Methods for Senior High/Junior High/Middle School Teachers offered each fall and spring semester. Please be flexible with your schedule and plan carefully.

The following list includes information about the academic requirements that must be met at Checkpoint One. As students approach the end of their foundations courses and Checkpoint One, they must file a separate application for admission to the Teacher Education Program (TEP). These applications are available through the Student Services Office in Greenlawn 120. In addition to the following academic requirements, Checkpoint One assessments will involve a review of various documents and artifacts designated in the Unit Assessment System. Student artifacts will be reviewed by faculty to determine if each student meets the standards necessary to proceed in their program. The following academic standards must also be met:

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:

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.

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.

After applying for a student teaching placement and upon completion of the appropriate course work, students will be assessed at Checkpoint Two. The Checkpoint Two assessments will also involve a review of various documents and artifacts designated in the Unit Assessment System. Student artifacts will be reviewed by faculty to determine if each student meets the standards necessary to proceed in their program. Student dispositions will also be assessed.

Students registering on the IU South Bend 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 must 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, and satisfactory evaluations at all three checkpoints.

The Checkpoint Three assessments will also involve a review of various documents and artifacts designated in the Unit Assessment System. Student artifacts will be reviewed by faculty to determine if each student meets the standards necessary to be recommended for graduation and licensure.

The application for teaching licensure in the state of Indiana may be secured from the Education Student Services Office 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 IU South Bend may be initially recommended for licensure in the state of Indiana.

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, 101 West Ohio Street, Suite 300, Indianapolis, Indiana 46204 for an evaluation. Contact the Education Student Services Office for further details on this process.

Those holding an Indiana license or who have never had certification can request an official evaluation from the IU South Bend 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 IU South Bend must complete a formal application to the university. The application may be obtained from the Education Student Services Office.

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 Raclin 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. They must also receive satisfactory evaluations at all checkpoints.

Academic advising is available from the Education Student Services Office in Greenlawn 120. 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 must meet with an advisor in Greenlawn 120.

The Education Student Services Office of IU South Bend operates within the framework of the Education 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 Education 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 Education 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 IU South Bend each spring. Local school corporations, within a 60-mile radius, are invited to interview with graduating seniors and certification students. IU South Bend 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 IU South Bend Career Services Office, located in the Administration Building, for information outside of the field of education.

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.

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 131. The chapter meets regularly and welcomes new members who wish to be involved in the education of exceptional children.

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.

In accordance with teacher certification requirements for the state of Indiana, all students in education must complete an established series of laboratory, field, practicum, and student teaching experiences. Field and clinical experiences are designed to provide teacher education candidates experiences with diverse students in diverse school settings.

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. Students may be required to complete a criminal history check prior to beginning field work.

With the permission of an advisor in the School of Education Student Services Office, 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-T 101 Mathematics for Elementary Teachers I, MATH-T 102 Mathematics for Elementary Teachers II, and MATH-T 103 Mathematics for Elementary Teachers III 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.

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 may not be able to complete the program in the usual number of hours and semesters.

The general regulations for this option apply in the School of Education. A student preparing for early adolescent/young adults 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. The limitation on Pass/Fail options described on page 29 of this Campus Bulletin apply.

Because it is important for a student's professional and pedagogical knowledge to be current, courses that are older than eight years will not fulfill program requirements and will need to be retaken. Students should check with academic advisors if they have questions about this policy.

In addition to academic performance, IU South Bend’s teacher certification candidates will be evaluated on the basis of their professional conduct, dispositions, and teaching performance. It is particularly important that IU South Bend education students demonstrate professional behavior and dispositions in host schools, since they represent the university. Improper conduct on their part can adversely affect the lives of children. Unsatisfactory professional conduct or performance on the part of an IU South Bend 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 or concerns regarding dispositions 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, frequently miss class or be tardy, or have behaviors that would seem inconsistent with the requirements of the education profession.

The intent of this system is to add professional judgement 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 and student performance will be monitored, although such a review can result in termination of the student’s involvement in the program. Further information on Letters of Concern can be found in the undergraduate handbook.

Probation or dismissal from the School of Education may result when students do not meet the required standards at the three checkpoints. If students do not meet the required standards and are not allowed to proceed in the program, efforts will be made to assist students with corrective plans. Students may be placed on probation or be dismissed at any point in the program when the academic criteria for preeducation majors and for the Teacher Education Program as outlined in the following sections are not met:

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.

The School of Education recognizes high cumulative grade point averages with designations of distinction, high distinction, and highest distinction. To be eligible, a student must:

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:

The following courses may not be taken by correspondence.

EDUC-P 250 Educational Psychology, EDUC-F 201 Exploring the Personal Demands of Teaching: Laboratory Experience/EDUC-F 202 Exploring the Personal Demands of Teaching: Field Experience, EDUC-M 311 General Methods for Kindergarten/Elementary Teachers, and EDUC-R 301 Audiovisual-Production of Materials are prerequisites for advanced methods. In addition, ENG-L 390 Children’s Literature is a prerequisite for EDUC-E 370 Language Arts and Reading I.

(P) = Prerequisite required

The specific requirements for the Bachelor of Science in Education degree are as follows:

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 www.iusb.edu/~edud/.

The program has several distinct elements:

General education refers to courses and other experiences that lay the foundation for IU South Bend'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.

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 IU South Bend, 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.

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 IU South Bend, most students are prepared to teach at two developmental levels and can expect to complete two separate student teaching assignments.

This license can be added to an elementary early childhood/middle childhood major (30 cr.)

The IU South Bend 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:

Students may choose to add to any of the above content areas:

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 Bachelor of Science 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 must 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.

Recommendations for these additional humanities credits vary by major. Students should get approval from advisors to determine exact additional humanities courses.

(Social studies majors have additional requirements in this area.)

Electives should be selected with the approval of an advisor. All students must complete enough elective hours to reach the 124 credit hour requirement. Students are encouraged to take certain courses according to their majors. Students should get advisor approval to determine appropriate courses.

Consists of an entire semester of student teaching in two placements.

Additional general education requirements for language arts majors:

Students may elect to choose one language as the first or only language area or they may elect to complete a program of study with a first language license area and a second foreign language license area.

Additional general education requirements for foreign language majors:

In addition, students must select sufficient electives at 3 credit hours each, for a total of 9 credit hours, chosen from courses above the 204-level, to include a minimum of 6 hours at the 400-level.

If students wish to be licensed for both French and Spanish, they may choose one language as the first or primary area and meet the above requirements. They would then take the courses listed below in the other language for a total of 18 credit hours in the second language area.

Additional general education requirements for mathematics majors:

Students should meet with advisors to determine additional general education requirements.

Requirements for secondary science education majors, no matter which area(s) of licensure they choose to focus on:

Additional courses required for students seeking licensure in secondary science education in chemistry. Must be taken in addition to the secondary science education core courses.

Additional courses required for students seeking licensure in secondary science education in earth/space science. Must be taken in addition to the secondary science education core courses:

Astronomy and geology courses may not be taken until all courses in the core science curriculum have been completed.

Students who major in social studies must select three of the following areas. It is recommended they select historical perspectives, government/citizenship, and either economics or geography.

In addition to the list of previous general education requirements, social studies majors must take the following in the area of the Social and Behavioral Sciences:

This license can be added to a secondary license (27 cr.)

The School of Education began offering a revised 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 license people to teach students with learning disabilities, mild mental disabilities, and emotional disorders. In the past, teaching licenses were given according to specific disability categories; 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 who require mild levels of support or mild interventions to be successful.

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.

Students wishing to complete their license in mild interventions will complete 12-15 hours of additional course work during the last four semesters of their teacher education program. Required field experiences and student teaching will be arranged so students will work with typical students and those with special needs.

Students seeking to teach students with special needs must complete course work to major in elementary or secondary education. All education majors must take the following courses:

They are then required to complete the following for their mild interventions license:

IU South Bend'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).

IU South Bend offers programs leading to the following licenses:

Students who would like more information about IU South Bend’s licensure programs may meet with any academic advisor in the Education Student Services Office located in Greenlawn 120. Students may call (574) 520-4845 to arrange for an individual advising appointment.

Other concentrations of course work may be available. See an advisor in the Education Student Services Office for more information.

Courses in Health, Physical Education, and Recreation (HPER) are available through IU South Bend 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 IU South Bend.

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.