CAPS - TRANSITION TO TEACHING

TRANSITION TO TEACHING

Indiana Wesleyan University's Transition to Teaching (TTT) program is structured to help adults who are motivated to take their life and work experience into the classroom - to mold the minds of Indiana's future leaders. Students provide the content knowledge - Indiana Wesleyan University will provide the teaching theory and techniques to facilitate their growth in becoming a world-changing teacher.

There are three major areas of the Transition to Teaching program.

Subject Knowledge: The basic premise behind this program is that adults with a baccalaureate degree and work experience in a particular field possess sufficient knowledge on the subject they want to teach. Therefore, the TTT program contains no courses where content knowledge on a subject will be taught. The State of Indiana will require TTT students to take the applicable Praxis exams to determine if they possess the requisite content knowledge to teach their subject.
Education Theory and Methods: The Transition to Teaching courses will cover a wide array of teaching strategies, theories, techniques, and methods to prepare the student for the classroom. Course instructors are university professors or currently practicing school administrators or teachers with years of experience in the classroom using real life applications of teaching principles.
Field Experience: Secondary and elementary candidates will be in a K-12 classroom in their area of licensure for two separate Field Experiences. Elementary candidates will also have two additional reading Field Experiences. The university will arrange appropriate field experience placements based on the area of licensure and geographical preference.

ADMISSION REQUIREMENTS

All candidates will:

Meet one of the following:
- A baccalaureate degree from a college or university accredited by a regional accrediting body or the Accrediting Association of Bible Colleges with a grade point average of at least 3.0, both in the major and overall. Secondary candidates must also average a 3.0 in the area in which they wish to be licensed.
- Both a baccalaureate degree with a grade point average of at least 2.5, both in the major and overall, and for secondary candidates in the area in which they wish to be licensed and five (5) years of full time employment in an education related field, or, for Secondary Candidates, in the field in which the person intends to be licensed.
- A graduate degree, applies to Secondary Candidates only.
Satisfactorily pass a criminal history search by the Indiana State Police.*
Satisfactorily pass sexual offender screening from the Indiana Sex and Violent Offender Directory.*
Provide a satisfactory character reference letter from non-family member.
Provide a two page essay describing personal qualities, talents, experiences, life goals, etc. that will contribute to the applicant's growth in becoming a quality teacher of children and a contributing member of the teaching profession.*
Provide documentation demonstrating prior content knowledge in the area of desired licensure to assure that the candidate will be able to provide a physically safe and academically sound learning experience for the K-12 students in the Field Experience courses.

*These items and the student's academic record may be forwarded to the cooperating school corporation to facilitate field placements in local K-12 schools.

MISSION

The mission of the Transition to Teaching program is to enlarge Indiana's pool of qualified K-12 teachers by providing a quality teacher preparation program for working adults. The Transition to Teaching program meets the requirements of the enabling legislation and the Indiana Professional Standards Board while eliminating as many barriers to the working adult as feasible.

OBJECTIVES

Content/Subject Matter Expertise: Demonstration of a liberal arts education which provides a foundation for future professional growth.
Personal Development (Morals and Ethics): Internalization of an individual set of moral and ethical behaviors.
Professional Development: Knowledge of how and when children learn, addressing developmental and motivational stages; awareness of recent developments in educational research.
Rights and Responsibilities: Application of decision making skills necessary to implement appropriate decisions within the parameters of legal, contractual, and administrative directives.
Methodology: Integration of instruction which permits the teacher to plan, implement and evaluate master learning.
Management of Time, Classroom, and Behavior: Commitment to a model of classroom management based upon positive reinforcement and building self-esteem.
Communication: The ability to communicate effectively with students and peers in written and verbal forms.
Global and Multicultural Perspectives: Recognizing that individuals are different and that multicultural (ethnic, socio-economic, and differently abled) diversity awareness changes behavior and systems in order to remove barriers to success.

PROGRAM OF STUDY

*Phase I*	*Foundational Phase*
EDU570	The Development of K-12 Education in the United States	2
EDU571	Psychology of Learning	2
EDU574	Facilitating Learning Through Technology	2

*Phase II*	*Pre-service Phase*
EDU573	Assessment and Learning	2
EDU572	The Exceptional Child	2
EDU575	Integrated Field Experience and Competency Assessment One	2

*Phase III*	*Candidacy Phase*
EDU576	General Methods of Instruction	2
EDU577	Methods of Teaching the Elementary School Curriculum(Elementary candidates only) OR	2
EDU578	Content Methods of Instruction in the Senior High/Junior High/ Middle School Setting (online)(Secondary candidates only)	2
EDU579	Integrated Field Experience and Competency Assessment Two	2

*Phase IV*	*Elementary candidates only*
EDU580	Reading Instruction in the Elementary Grades	2
EDU581	Reading Field Experience and Assessment One	1
EDU582	Diagnostic Practices and Implications in the Teaching of Reading	2
EDU583	Reading Field Experience and Assessment Two	1

CANDIDACY REQUIREMENTS

All of the following must be satisfactorily met before enrollment in Phase III, the Candidacy Phase.

Earn a cumulative GPA of 3.0 with a minimum grade of "C" in Phase I and Phase II Transition to Teaching Courses.
Pass intermediate portfolio assessment and interview processes.
Present satisfactory scores on the PPST Reading, Writing, and Math sections.
Complete a favorable interview with the candidate's Instructor/Advisor.
Receive a letter of recommendation from the candidate's Instructor/Advisor.

REQUIREMENTS FOR TEACHER'S LICENSE RECOMMENDATION

To be eligible to be recommended for licensure a student must:

Earn a cumulative GPA of 3.0 a minimum grade of "C" in all Transition to Teaching Program courses.
Submit a portfolio demonstrating satisfactory competence in required standards.
Receive a recommendation from the candidate's Instructor/Advisor.
Receive a recommendation from the principal of the candidate's cooperating K-12 school.
Submit a satisfactory score on the appropriate subject area(s) Content Knowledge Praxis II test(s).

TRANSITION TO TEACHING COURSE DESCRIPTIONS

EDU570	The Development of K-12 Education in the United States	2
An in-depth study of the historical models of K-12 education in the United States analyzing related curriculum models, philosophies of education and instructional and assessment practices from the context of the societal forces within the corresponding eras of United States History is the focus of this course. Traditional and field research are employed by candidates in demonstrating acquisition of knowledge, related skills and dispositions.

EDU571	Psychology of Learning	2
This course is a study of learning theory and its application within a K-12 classroom of diverse learners. Emphasis is given to its influences on the selection of instructional and assessment practices, curriculum design and classroom management techniques. The candidates employ traditional and field research models.

EDU572	The Exceptional Child	2
An exploration of children who differ in cognitive-academic, social-emotional and physical-sensory characteristics is key course elements. Emphasis is placed on assisting the learning of these children at various developmental states in their growth toward adulthood. Traditional and field investigation is course elements.

EDU573	Assessment and Learning	2
TThe interrelatedness of assessment practices, instructional decisions and K-12 student leaning are explored in light of models of assessment, learning styles, curriculum designs, instructional theory and practice and students' developmental stages. Traditional and field research is course components.

EDU574	Facilitating Learning With Technology	2
This is a hands-on experience course where candidates gain skill in the selection and utilization of appropriate technological applications to facilitate K-12 student learning. Learning theory, curriculum models and developmental levels of K-12 students will be presented as guides for the selection of technology tools and applications.

EDU575	Integrated Field Experience and Competency Assessment One	2
This course provides the candidates with supervised practical application of program knowledge, skills and dispositions and assessment of candidate's growth in Teacher as Decision Maker domains. Authentic assessments documenting candidate's professional growth will be exhibited in a portfolio.

EDU576	General Methods of Instruction	2
This course emphasizes the development of skills in managing a classroom of diverse learners. Skill is gained in areas such as lesson design, design of the learning environment, classroom management and implementation of curriculum designs. Developmental and learning styles of K-12 students are guiding forces.

EDU577	Methods of Teaching the Elementary School Curriculum	2
The theory and skills for developing thematic units of study are explored. Candidates survey key elements in the disciplines of language arts, mathematics, science and social studies and construct a thematic unit that is interdisciplinary in nature, informed by learning styles research and developmentally appropriate for the target student population.

EDU578	Content Methods of Instruction in the Senior High/Junior High/Middle School Setting	2
The exploration of instructional theory and practices as related to specific content areas of instruction as well as the development of thematic units are key elements of this series of courses. Emphasis is placed on instructional skill development and demonstration.

EDU579	Integrated Field Experience and Competency Assessment Two	2
This course provides the candidates with supervised practical application of program knowledge, skills and dispositions and continued assessment of the candidate's progress in Teacher as Decision Maker domains. Special emphasis is placed in assessing and documenting growth in instructional, assessment, and classroom management areas. The completed portfolio is the culmination of this course.

EDU580	Reading Instruction in the Elementary Grades	2
This is a study of theories, approaches and methodologies of teaching reading/literacy in the elementary classroom. The gap from theory to practice is bridged by an emphasis on the development and selection of reading material, the construction and implementation of lesson plans for a diverse student population, the assessment of the candidates and their K-6 students' performances and the self-analysis, reflection and corrective action cycle for candidate growth.

EDU581	Reading Field Experience and Assessment One	1
This course provides candidates with K-6 classroom opportunities to implement various theories, approaches, and methodologies of teaching reading and language arts. An on-site mentor and a university professor provide guidance and assessment of candidate performance. A Reading Portfolio is begun in this course and finished in EDU583 Reading Field Experience and Assessment Two.

EDU582	Diagnostic Practices and Implications in the Teaching of Reading	2
This course provides candidates with diagnostic teaching strategies based on current theory research and International Reading Association guidelines. Practical experience in classroom diagnosis of reading problems as well as techniques, methods and materials involved in remediation are emphasized.

EDU583	Reading Field Experience and Assessment Two	1
This course, under the direction of a site based mentor and university professor, guides and assesses the candidate's demonstration of the knowledge, skills and disposition necessary for appropriate diagnosis and remediation of K-6 learner reading/literacy deficiencies. Artifacts demonstrating appropriate conceptual framework domains as well as state and national standards will be compiled in the Reading Portfolio.

The Transition to Teaching program offers a pathway to a new career.

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