Michael J. Horvath, Dean

Office: Greenlawn Hall 100

Telephone: (574) 520-4845

Internet Address: www.iusb.edu/~edud

Mission

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 professionals dedicated to continuous learning in order to address the needs of diverse individuals and 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 .

School of Education Conceptual Framework

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 . The term candidates is used to refer to IU South Bend School of Education students. The term student(s) refers to children and youth in K-12 school settings.

Competent Professionals

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 candidates have extensive knowledge of learners, instructional pedagogy, diversity, and technology. IU South Bend education candidates know how to apply this knowledge in educational settings.

Ethical Dispositions

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 candidates must demonstrate their commitment to attaining excellence in teaching and learning. Through their performance in the university classroom and in the field, all education candidates 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.

Reflective Practice

All candidates 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 candidates develop habits of reflection as they proceed through their teacher education programs.

Commitment to Diversity

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

Commitment to the Integration of Technology

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

IU South Bend Standards for All Teachers

Programs in the School of Education are aligned with a variety of national and state standards. Candidates must demonstrate that they have the knowledge, skills, and dispositions associated with each of the following standards, which are adopted from the Interstate New Teacher Assessment and Support Consortium (INTASC) principles.

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 students' learning and well-being.

Overview of Undergraduate Unit Assessment System

Before being recommended to the Division of Licensing of the Indiana Division of Professional Standards Board for any teaching license, candidates 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. Candidates in the School of Education are required to purchase and submit required artifacts in LiveText at designated checkpoints in the unit assessment system. Candidates' 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)

Candidates 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:

1. Admission to IU South Bend and the School of Education .

2. Completion of Step One of the unit assessment system. See page 176.

3. Completion of Step Two of the unit assessment system. See page 177.

4. Checkpoint One : Completion of foundations courses.

As candidates approach the completion 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 in the Office of Education Student Services in Greenlawn Hall 120.

5. Checkpoint Two : Before student teaching.

Prior to Checkpoint Two , candidates must submit a student teaching packet to apply for a student teaching placement. Information on the packet, deadlines, and policies related to student teaching is included in the section on Application for Student Teaching Placement in this Campus Bulletin .

6. Checkpoint Three : Completion of student teaching (prior to certification).

In addition to successfully completing Checkpoint Three , candidates must submit a graduation application and fill out the necessary paperwork for their Indiana teaching license. Candidates should refer to the sections on Application for Graduation and Application for Indiana Teaching License in this Campus Bulletin .

Further information about the specific knowledge, skills, and dispositions that are assessed at each checkpoint is available on the School of Education Web site.

Criminal History Check

Candidates are required to provide a current criminal history check to school corporations before participating in field placements and/or student teaching. School corporations may deny a field placement or student teaching assignment based on the results of the criminal history check. The application process for a teaching license in Indiana also requires a current criminal history check. Convicted felons may not hold a teaching license in Indiana . Candidates are notified about specific procedures in field experience classes and in student teaching meetings.

Accreditation

The School of Education was granted continuing accreditation by the National Council for the Accreditation of Teacher Education (NCATE) and the Indiana Department of Education Division of Professional Standards through 2011.

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 candidates 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 majors are prepared to work in middle school and high school settings. With additional course work, undergraduate candidates may also be licensed to teach special education mild interventions, reading, and English as a new language. A Bachelor of Science degree is granted upon satisfactory completion of all requirements.

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

If a candidate in the secondary education program earns certification while enrolled in a degree-granting program in another division 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 candidate must complete at least 30 credit hours as a School of Education candidate 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 Division of Professional Standards.

Bachelor of Science in Education

Elementary Education

Secondary Education

English/Language Arts

Mathematics

Social Studies

Science (Life Science, Chemistry, Physics,

Physical Science, Earth/Space Science)

World Languages (French, Spanish)

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

English as a New Language

Reading

Special Education (Mild Interventions)

Other areas may be added in the future

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 Courses

The campuswide general education curriculum includes courses from the following elements:

I. Fundamental Literacies

II. Common Core

III. Contemporary Social Values

Candidates should see the section on general education requirements in this Campus Bulletin and consult with advisors to take 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 candidates.

Student Responsibility

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, candidates should check the School of Education Internet site at www.iusb.edu/~edud and meet with academic advisors on a regular basis. Finally, candidates must check their university e-mail accounts to stay informed of program requirements. Each candidate is individually responsible for fulfilling all program requirements. The following applies to all candidates:

NOTE: Electronic mail (e-mail) is the official means of communication with candidates at IU South Bend . A candidate's failure to receive or read official university communications sent to the candidate's official e-mail address does not absolve the candidate from knowing and complying with the content of the official communication. It is recommended that candidates check e-mail messages at least once a day. Candidates are made aware of program changes via e-mail sent to their university address.

Associate Degree Program

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 are also 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. Candidates attending classes on less than a full-time basis may expect the period to extend beyond two years. Prior to finishing this degree, candidates must complete a practicum. Candidates 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.

Admission to the Early Childhood Associate Degree Program

Candidates wishing to pursue the Associate of Science 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 . Candidates from other academic programs or institutions must have a minimum GPA of 2.0 prior to admission to the School of Education .

Placement Examinations

Individuals admitted to the School of Education associate degree program are required to successfully complete all remedial course work as indicated by placement examinations.

Praxis I

Candidates must also pass the reading and writing section of Praxis I in according with other requirements of Step Two on page 177 in this Campus Bulletin.

Bachelor's Degree Programs

Admission

To IU South Bend

Individuals must first be admitted to IU South Bend to be eligible to register for classes. To learn more about admission requirements at IU South Bend visit the Internet site, www.iusb.edu/~admissio, or contact the Office of Admissions. For questions regarding undergraduate programs or campus visitations, contact the Office of Admissions at (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) 520-4832.

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

From Other Schools within Indiana University

as well as Other Educational Institutions

Candidates, 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 candidates are assessed according to the unit assessment system.

The Undergraduate Unit Assessment System

Step One and Step Two

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

Step One-Education Courses and Praxis I

(All courses are 3 cr. hours, unless otherwise designated.)

Education Courses

Satisfactory completion of the following courses:

EDUC-F 100 Introduction to Teaching (1 cr.)

EDUC-K 200 Introductory Practicum in Special Education (0 cr.)

EDUC-K 205 Introduction to Exceptional Children

EDUC-P 250 Educational Psychology

EDUC-W 200 Using Computers in Education

Praxis I: Preprofessional Skills Tests

The Praxis I: Preprofessional Skills Tests in Reading , Writing, and Mathematics are required for all education majors pursuing a Bachelor of Science degree. Education candidates pursuing an Associate of Science degree must successfully complete the Praxis I: Preprofessional Skills Tests in Reading and Writing. The Praxis I assesses basic skills in mathematics, reading, and writing. Candidates 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-F 100 Introduction to Teaching, EDUC-K 200 Introductory Practicum in Special Education, EDUC-K 205 Introduction to Exceptional Children, and EDUC-W 200 Using Computers in Education.

Candidates are allowed to take the Praxis I test as many times as needed to obtain passing scores. Once a part of the Praxis I is passed, it need not be retaken. For example, a candidate who passes the reading and writing portions of the Praxis I, but not the mathematics portion, does not have to retake the reading and writing portion of the test; the candidate must only register to retake the mathematics portion.

Specific dates of the Praxis I and registration deadlines are to be found online at www.ets.org/praxis . The registration deadline for the examination is usually four to five weeks in advance of the test. It can take up to six weeks for test results to be posted; candidates must plan ahead to meet deadlines.

Praxis I Passing Scores

Mathematics 175 or above

Reading 176 or above

Writing 172 or above

The Praxis I must be taken and passed before candidates may proceed to Step Two .

Candidates should be sure to take the appropriate section of EDUC-W 200 Using Computers in Education. Some sections are for elementary education, others are for secondary education.

To enroll and take EDUC-W 200 Using Computers in Education, candidates 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, candidates may take the CLEP test at Bethel College , Goshen College , or at Ivy Tech Community College .

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 candidate's own time.

Step Two-Education Courses

Intermediate foundations and general methods courses are taken in Step Two. These classes enhance candidates' 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:

EDUC-H 340 Education and American Culture

This course focuses on the social foundations of American education and on diversity issues.

Note: All candidates are strongly encouraged to take EDUC-F 201 Exploring the Personal Demands of Teaching: Laboratory Experience, EDUC-F 202 Exploring the Personal Demands of Teaching: Field Experience, and general methods courses (EDUC-M 311 General Methods for Kindergarten/Elementary Teachers, EDUC-R 301 Audiovisual-Production of Materials, or EDUC-M 314 General Methods for Senior High/Junior High/Middle School Teachers, EDUC-R 301 Audiovisual-Production of Materials) together. What you learn in one course complements the other.

EDUC-F 201 Exploring the Personal Demands of Teaching: Laboratory Experience (2 cr.)

EDUC-F 202 Exploring the Personal Demands of Teaching: Field Experience (1 cr.)

The 2 credit hour portion of EDUC-F 201 Exploring the Personal Demands of Teaching: Laboratory Experience is a small class (about 14 candidates) in which candidates 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 candidates have a field experience with diverse students. 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. Candidates must demonstrate professional dispositions in order to meet the standards assessed at Checkpoint One .

Elementary Education Methods Courses

EDUC-M 311 General Methods for Kindergarten/Elementary Teachers

EDUC-R 301 Audiovisual-Production of Materials (0 cr.)

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. Candidates 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.

Secondary Education Methods Courses

EDUC-M 314 General Methods for Senior High/Junior High/Middle School Teachers

EDUC-R 301 Audiovisual-Production of Materials (0 cr.)

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. Candidates 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.

Checkpoint One:

Admission to Teacher Education Program

As candidates approach the end of their education 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 Hall 120. In addition to the following academic requirements, Checkpoint One assessments involve a review of various documents designated in the unit assessment system. These documents may be reviewed by faculty to determine if each candidate meets the standards necessary to proceed in their program. The following academic standards must also be met:

-A 2.5 overall Indiana University GPA.

-Completion of ENG-W 131 Elementary Composition and SPCH-S 121 Public Speaking with at least a C in each course. Correspondence credit is not accepted for these courses.

-Completion of at least 26 credit hours of general education courses. See your advisor to select courses that meet your program requirements.

-Completion of the designated education foundation courses (19 cr.) with a C or higher in each course. See advisor for list of designated courses.

-Successful completion of the Praxis I examination.

-(Secondary) Complete a minimum of 12 credit hours in a major with at least a 2.5 major area GPA.

-(Elementary) Successful completion of the following:

BIOL-T 100 Biology for Elementary Teachers

ENG-G 205 Introduction to the English Language

ENG-L 390 Children's Literature

MATH-T 101 Mathematics for Elementary Teachers I (with a grade of at least C)

MATH-T 102 Mathematics for Elementary Teachers II (with a grade of at least C)

Other prerequisites for Block I (see advisor)

Application for Student Teaching Placement

Student Teaching Eligibility Requirements

Please check the School of Education Web site for the current eligibility policy.

Prior to beginning student teaching and practica, undergraduate and graduate certification candidates 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 candidates 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, candidates must obtain a grade of C (2.0) in the following courses:

ENG-W 131 Elementary Composition

MATH-T 101 Mathematics for Elementary Teachers I

MATH-T 102 Mathematics for Elementary Teachers II

MATH-T 103 Mathematics for Elementary Teachers III

SPCH-S 121 Public Speaking

b. Secondary education majors and secondary graduate certification candidates must attain a minimum overall GPA of 2.5 in education or content courses with all grades of at least a C (2.0)

4. Complete all courses with I (Incomplete) prior to beginning the student teaching experience. Course grades must meet the above standards.

5. Complete all correspondence courses with grades meeting the above standards posted on the candidate's transcript prior to beginning the candidate teaching experience. Correspondence courses must be completed by the last week of July if candidates applied to student teach in the fall semester and by the last week in November if candidates 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 is made via e-mail to candidates.

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 is in early December of the academic year prior to the student teaching semester. For example, candidates planning to student teach during the fall 2008 or spring 2009 semester must submit applications by the end of the fall 2007 semester. Late applications are considered 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 IU South Bend 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 candidates applying to student teach is circulated to the faculty for review. Positive evaluations are required for placement.

9. Candidates must 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. Candidates are notified by letter of these scheduled sessions.

11. Meet with academic advisors to be sure all course requirements are completed prior to student teaching. If it is determined that a candidate has not met program requirements, the candidate 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. Candidates 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. Candidates are 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. Candidates may not student teach at schools (and in some instances in school corporations):

a. beyond a 20 mile radius of IU South Bend;

b. where they have been employed; however, candidates 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, candidates may not be allowed to student teach in the school corporation; and

f. where they have attended school.

It is the candidate's responsibility to complete forms accurately. If it is discovered that a candidate did not provide accurate information and is placed in a school where one of the above limitations applies, the individual may be removed from the student teaching assignment.

To ensure that the student teaching office has accurate information, candidates must notify the director of student teaching via e-mail if any changes (name, address, phone number, etc.) occur between the time of application and the start of student teaching.

Checkpoint Two:

Admission to Student Teaching

After applying for a student teaching placement and upon completion of the appropriate course work, candidates are assessed at Checkpoint Two. The Checkpoint Two assessments also involve a review of various documents and artifacts designated in the unit assessment system. Candidate artifacts are reviewed by faculty to determine if each individual meets the standards necessary to proceed in their program. Candidate dispositions are also assessed.

Application for Graduation

Resident candidates must file an application for graduation with the Office of Education Student Services during the term in which they complete the requirements for their degree. Candidates 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 granted. Candidates 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 are conferred nor teaching licenses recommended, without the candidate's successful completion of all certification requirements, including satisfactory performance in student teaching.

Praxis II Scores

Secondary majors must submit passing scores on Praxis II exams before they are allowed to pass Checkpoint Two and begin their student teaching experience.

Checkpoint Three:

Completion of Student Teaching

The Checkpoint Three assessments also involve a review of various documents and artifacts designated in the unit assessment system. Candidate artifacts are reviewed by faculty to determine if each candidate meets the standards necessary to be recommended for graduation and licensure.

Praxis II-Elementary and Mild Interventions

To complete requirements for Checkpoint Three and certification requirements for the state of Indiana , elementary majors and candidates completing requirements for the mild interventions certification must earn passing scores on the appropriate Praxis II exams. Candidates must submit their Praxis II score report with passing scores before they can be recommended for certification.

Recommendation for Certification

The application for teaching certification in the state of Indiana is available at the Office of Education Student Services and must be returned to the certification officer before it is submitted to the Indiana Division of Professional Standards.

Only candidates completing a teacher preparation academic program through the School of Education at IU South Bend may be initially recommended by IU South Bend for certification in the state of Indiana .

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. 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 candidates 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.

Issues Resolutions

Issues Resolutions is a process followed when a candidate has a concern that cannot be resolved at a meeting with the appropriate professional in the School of Education . If a candidate has a concern about a class or instruction, advising, or a School of Education policy, the candidate should meet individually to discuss the concern in an attempt to resolve it in a satisfactory manner. If the issue/concern is not resolved by the end of the meeting, the candidate should be advised that he/she can follow a process to seek resolution at other levels. The candidate should ask for an Issues Resolution form and cover sheet from the Office of Education Student Services. The candidate should follow the directions on the cover sheet. All steps should be documented. Certain issues follow university policies. For example, any grade grievances follow IU South Bend procedures.

LiveText

LiveText is a Web-based set of tools that the School of Education requires all candidates in licensure or degree programs to purchase. Candidates must purchase an individual account. LiveText allows instructors to manage assignments and artifacts. In certain classes, specific artifacts must be posted and shared as part of the unit assessment system. The School of Education maintains a bulletin board with information about LiveText near Greenlawn Hall 132.

Plagiarism

Plagiarism is a serious infraction. All procedures in the Code of Student Rights, Responsibilities, and Conduct are followed in all cases of plagiarism.

Pass/Fail Grades

A Pass/Fail grade has no grade point average and is not converted to a grade at a later point in time on the transcript.

Removal of Student Teachers from Practicum or Internships

In conjunction with the supervising classroom teacher and university supervisor, the director of student teaching determines if a candidate should be removed from a student teaching placement. The director of student teaching notifies the candidate, school, and school corporation. When a student teacher is removed from a placement, the reasons are explained in writing. If the candidate wishes to attempt a second placement, the candidate is required to develop and satisfactorily complete a professional improvement plan before he/she is assigned a second placement. The professional development plan is a written document created collaboratively between the student teacher and the director of student teaching. The program coordinator is involved as needed and must sign the plan. The director of student teaching may enlist the assistance of the program coordinator, dean, or a designee in determining if the student teacher's progress is satisfactory and warrants a second placement. Written professional development plans must adequately address all areas of concern and be aligned with IU South Bend standards. The director of student teaching determines if the candidate is to receive an Incomplete or Fail for the semester according to grading policies, or if the candidate is to withdraw from the course.

Candidates are only provided two opportunities for successful placements. In most cases, the second placement is in the next spring or fall semester following the semester in which the candidate is withdrawn from the first placement.

Student Services

Academic Advising and Program Planning

Academic advising is available from the Office of Education Student Services in Greenlawn Hall 120. Many advising options are available to education majors. Individual appointments may be made with advisors, group sessions are held as scheduled, and many materials are available on the Internet at www.iusb.edu/~edud. Candidates are strongly encouraged to meet with advisors frequently because programs are complex and subject to change. Entering candidates must attend a group or individual orientation session before they are allowed to register for classes. Candidates in another academic program who wish to seek teacher certification must meet with an advisor in Greenlawn Hall 120.

Placement Services

The Office of Education Student Services of IU South Bend operates within the framework of the Education Placement Office of Indiana University Bloomington.

Complete placement papers are an essential part of any successful job search. Candidates are advised to complete their placement dossier during their senior year so the file is available upon request at graduation.

Personnel in the Office of Education Student Services advise candidates concerning the subject area concentrations most in demand by employers and serve as contact persons for employers, candidates, and alumni seeking positions in education. Placement advisors also assist candidates 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 candidate 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 candidate'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 candidates may also participate in interviews at the Bloomington campus with school corporations from all over the country.

The Office of Education Student Services posts listings of job vacancies on the job board. Candidates are also eligible to receive a weekly national listing compiled by the Bloomington campus. Candidates may be contacted by the office about vacancies, and vacancy listings are also on file in the Office of Education Student Services.

Education candidates are encouraged to seek placement information and service from the IU South Bend Career Services Office, located in the Administration Building , for information outside the field of education.

Professional Student Education Organizations

Student Education Association

The Student Education Association (S.E.A.) is affiliated with the Indiana Student Education Association (ISEA) and the National Education Association (NEA). The S.E.A. is the campus organization that provides opportunities for the professional growth of School of Education candidates and all members by participating in professional activities sponsored by the S.E.A. Membership entitles the candidate to scholarships, liability insurance during student teaching, opportunities to become a voice in the ISEA/ISTA and NEA meetings to help bring changes to education, and a year's subscription to The Advocate and NEA Today . For further information contact advisors or 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, candidates, and other people concerned with the education of exceptional children and youth. The Student Council for Exceptional Children is composed of candidates 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

Clinical and Field Experience

­­In accordance with teacher certification requirements for the state of Indiana , all candidates 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. Candidates may be required to complete a criminal history check prior to beginning field work.

Correspondence Courses

­­With the permission of an advisor in the School of Education Office of Education Student Services, candidates enrolled in regular course work may take correspondence work. Candidates are not granted credit toward the degree Bachelor of Science in Education for more than 18 credit hours of work taken in correspondence courses.

For secondary education majors a maximum of 9 credit hours in a content 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, candidates should consult the Indiana University Independent Study Program catalog of courses.

All correspondence courses must be completed with a grade recorded at the Office of Education Student Services before the candidate is allowed to student teach.

Transfer Credit

Candidates who transfer from other programs and/or schools must meet with an advisor who determines whether prior courses meet the requirements of their desired program. Candidates who transfer 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 candidate 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 candidate preparing for elementary education may elect to receive a Pass/Fail rating in courses taken as electives. The request for a 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 Office of Education Student Services. This election is not reversible. The limitation on Pass/Fail options described on page 30 of this Campus Bulletin apply.

Professional Conduct and

Letters of Concern

In addition to academic performance, IU South Bend's teacher certification candidates are evaluated on the basis of their professional conduct, dispositions, and teaching performance. It is particularly important that IU South Bend education candidates 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 candidate, whether on campus or in host schools, may result in that candidate's separation from the Teacher Education Program.

The process by which unprofessional performance or concerns regarding dispositions are evaluated is the Letter of Concern. The letter may be used by any professional connected with the Teacher Education Program to identify a candidate in the program whose professional performance or approach is questionable.

Because grades reflect the candidate's academic performance, this letter is not used to report academic problems. Rather, it is used when there is a strong concern about a candidate's ability to become a professional educator. For example, a candidate 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 judgment to the teacher education process. When a Letter of Concern is filed, the candidate, the dean, and the advising office receives copies. Confirmation of this notification is sent to the person who filed the Letter of Concern. Except in very serious situations, two Letters of Concern must be received before a candidate's case is reviewed by the dean, an advisor, and a faculty member. It is assumed corrective action will be taken and candidate performance will be monitored. Such a review can result in termination of the candidate's involvement in the program. Further information on Letters of Concern can be found in the undergraduate handbook.

Probation, Dismissal, and Reinstatement

Candidates 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.

If candidates do not meet the required standards and are not allowed to proceed in the program, efforts are made to assist candidates with corrective plans.

Probation, Dismissal, and Reinstatement Preeducation Majors-

Prior to Checkpoint One-Admission to Teacher Education Program

Probation and Dismissal

A 2.0 GPA (C) is the minimum acceptable standard of performance for candidates at any campus of Indiana University . Candidates whose cumulative grade point average falls 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).

Candidates are on probation for the duration of the next regular semester following the one in which they fail to attain a 2.0 cumulative GPA. Candidates placed on probation must meet with an academic advisor and submit a plan for academic improvement. They are also placed on checklist and require the academic advisor's approval prior to preregistration for the following semester. Candidates on academic probation must obtain at least a 2.0 semester GPA in each semester in which they remain on academic probation. Those who fail to do so are dismissed from the university.

Appeal and Readmission

A candidate may follow the issues resolution process to be readmitted to the school. Once dismissed, the candidate must wait for at least one fall or spring semester before applying to the Curriculum and Standards Committee of the School of Education for readmission. The deadlines for submitting the issues resolution form to the Office of Education Student Services for the Curriculum and Standards Committee are as follows:

-October 1 Spring semester

-June 1 Fall semester

-March 1 Summer sessions

If the candidate is readmitted to the School of Education , an academic contract with the academic advisor must be signed. If the candidate does not meet the terms of the contract, dismissal from the School of Education results.

Probation, Dismissal, and Reinstatement-

Teacher Education Program

Probation and Dismissal

Candidates admitted to the Teacher Education Program (TEP) 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. Candidates 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, candidates are required to make an appointment with their academic advisor to sign an academic contract. They are also placed on checklist and require the academic advisor's approval for registration in all classes. They are not allowed to preregister for any classes. If candidates do not meet the terms of the academic contract, they are dismissed from the School of Education .

In the case of serious illness or other extenuating circumstances, candidates are allowed to present pertinent information to the Office of Education Student Services and/or the dean of the School of Education . The above regulations may then be waived if conditions warrant.

Appeal and Readmission

Candidates may petition for readmission to the school by using the petition form. Once dismissed, the candidate 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 Office of Education Student Services for the Curriculum and Standards Committee are:

-October 1 Spring semester

-June 1 Fall semester

-March 1 Summer sessions

If the candidate is readmitted to the Teacher Education Program, an academic contract with the academic advisor must be signed. If the candidate does not meet the terms of the contract, dismissal from the School of Education results.

Candidates 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 are 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, which is composed of candidates 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 point averages with designations of distinction, high distinction, and highest distinction. To be eligible, a candidate must:

-Earn a minimum grade point average of 3.65 for distinction, a minimum grade point average of 3.8 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

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 IU South Bend in response to changes mandated by the Indiana Professional Standards Board, the Indiana University Education Council, or to increase the effectiveness of the program. Every effort is made to ease any transition between changing requirements so as not to jeopardize the progress of the matriculated candidate. Candidates are advised to confer with the staff of the Office of Education Student Services concerning current educational requirements.

Program Descriptions

All programs offered by the School of Education are dynamic and change as necessary to meet new standards and other requirements. Candidates must meet with advisors on a regular basis to be sure they are fulfilling the most current program 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 to go on for the Bachelor of Science in Elementary Education. Candidates should meet with advisors to determine program requirements.

Bachelor of Science in Education

Specific Degree Requirements

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

1. Successful completion of all steps and checkpoints.

2. The completion of a total of 124-130 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 IU South Bend. These 30 credit hours, with rare exception, include student teaching and methods course(s) in the major teaching areas. Candidates also must take some of the work in the major area at IU South Bend unless they are transfer candidates 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 IU South Bend 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 IU South Bend 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 content courses, with no grade below C (2.0) in any content courses.

Suggested Course of Study

­­In order to make timely progress toward completing the teacher training program, candidates should make every attempt to follow the current program sheets available in the Office of Education Student Services, Greenlawn Hall 120.

Bachelor of Science in Education

Elementary Education

All programs in the School of Education are under revision. Students must meet with an academic advisor to determine current requirements.

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

General Education

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.

Candidates are encouraged to complete a program of general education by enrolling in courses designated for education majors whenever they are available. In particular, candidates 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 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.

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 IU South Bend, most candidates are prepared to teach at two developmental levels and can expect to complete two separate student teaching assignments. Student teaching takes one full semester.

Additional Licenses

Elementary education majors may also complete the requirements for licenses in reading, English as a new language, and mild interventions (special education).

Bachelor of Science in Education, Secondary Education

The IU South Bend School of Education offers several programs in secondary education. Successful secondary education graduates are 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. Candidates may select one or more of the following content areas:

-English/Language Arts

-Mathematics

-Science (candidate selects one or more areas from the following: life science, earth/space science, physical science, physics, or chemistry)

-Social Studies (candidate selects three areas from the following six options: historical perspectives, government and citizenship, geographical perspectives, economics, psychology, and sociology)

-World Language (French or Spanish)

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

-English as a New Language

-Reading

-Special Education-Mild Interventions

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. Candidates 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, candidates must contact the Office of Education Student Services to speak with an undergraduate advisor. For general program information, candidates may also request to speak with the program director.

Special Education Program

All teacher education candidates seeking a teaching license in special education major in either elementary or secondary education and complete the requirements for licensure in their major area. Candidates 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 a variety of disabilities. In the past, teaching licenses were given according to specific disability categories; future licenses no longer specify disability categories.

The special education course sequence is designed to prepare teacher education candidates 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 candidates 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.

Indiana License Types and Coverage

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 Division of Professional Standards. 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:

Elementary

-Preparation to teach kindergarten through sixth grades utilizing developmental standards: early childhood and middle childhood

-School settings: kindergarten, elementary primary, elementary intermediate

-Content standards: elementary, primary generalist and elementary, intermediate generalist

Secondary

-Preparation to teach grades 5-12

-Developmental standards: early adolescence/adolescent, young adult

-School setting: middle school/junior high/high school

-Content standards: content area

Special Education

-Preparation to teach either preschool through sixth grades or middle school/junior high/high school

-Developmental standards: early childhood and middle childhood or early adolescent and young adult

-School setting: kindergarten, elementary, primary and intermediate, or junior high/middle school/high school

-Content standards: teacher of students with exceptional needs

Reading

-Preparation to teach reading at the elementary, middle school, or high school setting

-School setting: elementary primary, elementary intermediate, junior high/middle school and high school

-Content standards: reading

English as a New Language

-Preparation to teach students who are learning English as a new language

-School setting: elementary primary, elementary intermediate, junior high/middle school, and high school

-Content standards: English as a New Language

Mild Intervention

-Preparation to teach students with exceptionalities or disabilities in the general education curriculum

-School setting: elementary primary, elementary intermediate, junior high/middle school, and high school

-Content standards: Mild intervention

Other Content Areas

-Programs are currently being developed to add content areas to a secondary license. See an advisor for specific course work.

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

Other Concentrations

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

Health, Physical Education, and Recreation

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 candidates 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 are 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 Office of Education Student Services.