Career Builders for Educators

Indiana Wesleyan University's Career Builders for Educators (CBE) program is a graduate level, non-degree licensure program that is based in the Indiana Department of Education's Division of Professional Standards' Rules 2002 concept of demonstration of competency in knowledge, skills, and dispositions standards rather than the traditional model that utilizes seat time and a traditional content major as the determinates of these important aspects of teacher preparation.

Mission - CBE

The mission of the Career Builders for Educators program is to provide emergency permitted and regularly licensed teachers in Indiana and surrounding states an accessible, quality teacher preparation curriculum and educational format for gaining initial and/or additional areas of regular teacher licensure.

Program Objectives - CBE

The CBE licensure program seeks:

  1. To provide a local K-12 school-based special education licensure track program for teachers working in a special education classroom with an emergency permit.
  2. To assist regularly licensed and special permitted secondary special education teachers in securing content area licenses through a local K-12 school-based program.
  3. To provide a local K-12 school-based licensure program for special permitted teachers working in the non-special education content area classroom, including elementary grades, in which they hold the special permit.
  4. To provide a K-12 local school-based licensure program for regularly licensed teachers wishing to add additional teaching licenses to their existing professional credentials.

Student Performance Objectives - CBE

Program completers will demonstrate:

  1. A liberal arts education which provides a foundation for professional growth.
  2. Research based knowledge of how and when children learn; addressing developmental and motivational stages.
  3. Understanding of teachers' ethical/moral responsibility to accept all children as God's creation and to provide them with a fair opportunity to learn.
  4. Decision-making skills necessary to appropriately implement classroom, school, and legal codes and policies.
  5. Ability to plan and implement instruction and assessment strategies which promote learning by all students.
  6. Skill in planning and implementing sound classroom management strategies.
  7. Ability and willingness to communicate effectively with students, peers, and parents.
  8. Appreciation for the unique cultural, ethnic, gender and other aspects of students' personal identities and ability to utilize them to promote personal pride and educational growth.

Admission Requirements - CBE

Persons wishing to earn teaching licensure through the CBE Licensing Program must submit:

  1. A bachelors degree from a college or university accredited by a regional accrediting body or the Association for Biblical Higher Education verified on original transcripts sent by the institution directly to Indiana Wesleyan University.
  2. An undergraduate cumulative GPA of 2.75 or higher from the baccalaureate degree granting institution at which at least 30 semester hours was completed.
  3. Secondary content area applicants must present:
  4. Elementary applicants must have earned a minimum of 6 semester hours with a minimum GPA of 3.00 in each of these four disciplines: mathematics, sciences, social sciences, and language arts or a minimum GPA of 2.75 in each of the four disciplines and a passing score on the Praxis II Elementary Content Knowledge Test.
  5. Applicants wishing an Indiana teaching license and who do not hold a valid Indiana teaching license issued after July 1, 1985, will present Praxis One (PPST) scores
  6. Applicants from surrounding states not seeking to obtain an Indiana teaching license will present:
  7. Satisfactorily pass a criminal history search by the Indiana State Police or that of the applicant's state of residence.
  8. Satisfactorily pass sexual offender screening from the Indiana Sex and Violent Offender Directory or that of the applicant's state of residence if separate from the state police criminal history check.

Probational Admission - CBE

Students not meeting the minimum GPA requirement for admission may be admitted as follows:

  1. Automatic Probation - Applicants having a cumulative GPA of 2.50 to 2.74 will be eligible for enrollment on a probationary status without further review.
  2. Probation by Appeal - Applicants having a cumulative GPA of 2.25 to 2.49 may petition the Admissions Appeals Committee for probationary entrance. It is incumbent on the applicant to present evidence that demonstrates reasonable assurance of ability to complete the program.
  3. Removal from Probation - At the end of the first three CBE courses (Phase One), the student must have received no grades lower than a "B-," have earned a cumulative GPA of 3.00, and have provided passing scores for the secondary Praxis Two content specific test for the subject(s) in which licensure is sought or the Praxis Two Elementary Content Knowledge Test for elementary applicants. Failure to be removed from probation will result in the candidate being immediately dropped from the program.

Candidacy Requirements - CBE

All of the following must be satisfactorily met prior to EDU-575 or EDU-596.

  1. Complete all required courses and earn a minimum cumulative GPA of 3.00 with no grade below a "B-."
  2. Provide passing scores for the Praxis Two Elementary Content Knowledge Exam #0014 (Elementary pre-service teachers only).
  3. Provide passing scores for the Praxis Two Content Knowledge Exam for the specific subject in which licensure is sought (Secondary pre-service teachers only).
  4. Provide passing scores for each of the PPST Reading, Writing, and Mathematics sections for those candidates with less than 3 years of teaching experience.

Program of Study - CBE

The program of study will vary with each individual student. Each student will undergo a review by the academic advisor and will have an individualized educational plan created to complete all of the licensure requirements. Courses for mild and intense intervention special education programs are in the development and approval processes at the time of this printing. Courses for non-special education licenses will include some or all of the following:

EDU-571

Psychology of Learning

2

EDU-573

Assessment and Learning

2

EDU-576

General Methods of Instruction

2

EDU-580

Reading Instruction in the Elementary Grades (Ed-U-Flex) (Elementary candidates only) OR

3

EDU-578

Content Methods of Instruction

in the Senior High/Junior High/

Middle School Setting (online)

(Secondary candidates only)

3

EDU-574

Facilitating Learning Through

Technology

2

EDU-570

The Development of K-12

Education in the United States

(online)

2

EDU-577

Methods of Teaching the

Elementary School Curriculum

(Ed-U-Flex) (Elementary candidates

only)

3

EDU-572

The Exceptional Child (Secondary candidates only)

1

EDU-582

Diagnostic Practices and Implications in the Teaching of

Reading (Elementary candidates

only)

2

EDU-575 OR

Student Teaching

6

EDU-596

Research to Application Practicum

6

 

Student Teaching Policies - CBE

  1. Once a student teaching placement has been finalized, it can only be changed by approval of the appeals committee. The student bears the responsibility to present evidence to justify the requested change in light of the student's needs (not desires) and the needs of future students who will need a placement in that school corporation. A change of placement fee will be paid by the pre-service teacher.
  2. The director of CBE can remove a student teacher from a student teaching course any time for immoral or inappropriate conduct at the K-12 assignment or with K-12 students or at the request of the school principal.
  3. The director of the CBE program may remove a pre-service teacher from a student teaching course for the student teacher's failure to satisfactorily perform the requirements of the student teaching experience in question.
  4. Withdrawal from a student teaching course may result in the pre-service teacher being permanently withdrawn from the program. A grade of No Credit will be issued for the student teaching course.
  5. Pre-service teachers who do not receive a grade of Credit for student teaching course must request in writing to the director of the CBE program for permission to retake the course. A majority of the Academic Appeals Committee must vote to approve a retaking of the course in question. In accordance with University policy, the student teaching course cannot be repeated more than one time.

Requirements for Recommendation for Licensure - CBE

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

  1. Complete the program requirements in the areas in which licensures are sought.
  2. Complete the program requirements in the areas in which licensures are sought.
  3. Provide passing scores for all required Praxis tests in all licensure areas sought.
  4. Complete student teaching in all developmental levels sought.
  5. Provide a recent criminal history search.

Licensing Areas - CBE

Career Builders for Educators Course Descriptions

EDU-570 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.

EDU-571 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.

EDU-572 The Exceptional Child 1

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 investigations are course components.

EDU-573 Assessment and Learning 2

The 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 activities are course components.

EDU-574 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.

EDU-575 Student Teaching One 6

This course provides the candidates with supervised practical application of program knowledge, skills and dispositions and assessment of candidates' growth in Teacher as Decision Maker domains. Authentic assessments documenting candidate's professional growth will be exhibited in a portfolio. This course may be repeated for additional areas of licensure. Graded on a CR/NC basis.

EDU-576 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.

EDU-577 Methods of Teaching the Elementary School-Curriculum 3

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.

EDU-578 Content Methods of Instruction in the Senior High/Junior High/Middle School Setting 3

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.

EDU-580 Reading Instruction in the Elementary Grades 3

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.

EDU-582 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.

EDU-596 Research to Application Practicum 6

This course will examine major current research findings as they relate to a specific content curriculum and secondary school students. Special emphasis will be placed on the practical applications of this research with respect to the selection and implementation of learner appropriate curriculum content and instructional strategies in a class of diverse students. A theory to application project and an appropriate full school term practicum experience are major course requirements. Pre-requisites are EDU-571 and EDU-574.