Transition to Teaching

Indiana Wesleyan University's Transition to Teaching (TTT) program is a graduate level, non-degree licensure program 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.

1. 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.
2. 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.
3. Student Teaching: Secondary and elementary candidates will be in a K-12 classroom in their area of licensure for two separate student teaching experiences. Elementary candidates will also have an additional student teaching experience with an emphasis on reading and language arts. The university will arrange appropriate student teaching placements based on the area of licensure and geographical preference.

Mission - TTT

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 Board of Education's Division of Professional Standards while eliminating as many barriers to the working adult as feasible.

Objectives - TTT

1. Content/Subject Matter Expertise: Demonstration of a liberal arts education which provides a foundation for future professional growth.
2. Personal Development (Morals and Ethics): Internalization of an individual set of moral and ethical behaviors.
3. Professional Development: Knowledge of how and when children learn, addressing developmental and motivational stages; awareness of recent developments in educational research.
4. Rights and Responsibilities: Application of decision making skills necessary to implement appropriate decisions within the parameters of legal, contractual, and administrative directives.
5. Methodology: Integration of instruction which permits the teacher to plan, implement and evaluate master learning.
6. Management of Time, Classroom, and Behavior: Commitment to a model of classroom management based upon positive reinforcement and building self-esteem.
7. Communication: The ability to communicate effectively with students and peers in written and verbal forms.
8. 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.

Admission Requirements - TTT

Elementary Education

All candidates must:

1. Be employed twenty or more hours per week in an occupation other than a K-12 classroom teacher.
2. Have a baccalaureate 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. (Official transcripts from all colleges/universities attended for undergraduate work are required.)
3. Meet one of the following
   • A baccalaureate degree from an accredited college or university with a grade point average of at least 3.0 on a 4.0 scale, both in major and overall; or
   • A baccalaureate degree from an accredited college or university with a grade point average of at least 2.5, both in the major and overall, and five (5) years of full-time employment in an education-related field.
4. Meet one of the following:
   • A minimum of 6 semester hours of college credit with a grade point average of 3.0 or better in each of the following areas: language arts, mathematics, science, and social studies; or
   • A passing score of 145 or higher on the Praxis II Elementary Content Knowledge Exam 10014.

Secondary Education

All candidates must:

1. Be employed twenty or more hours per week in an occupation other than a K-12 classroom teacher.
2. Have a baccalaureate 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. (Official transcripts from all colleges/universities attended for undergraduate work are required.)
3. Meet one of the following:
   • A baccalaureate degree from an accredited college or university with a grade point average of at least 3.0, both in the area of licensure and overall; or
   • A baccalaureate degree from an accredited college or university with a grade point average of at least 2.5, both in the area of licensure, and overall, and five (5) years of full-time professional employment in an education-related field or in the filed in which the person intends to be licensed; or
   • A graduate degree from an accredited college or university.
4. Meet one of the following:
   • 18 semester hours of college credit with a grade point average of 3.0 or better in each content area in which a person wishes to be licensed; or
   • 15 semester hours of college credit with a grade point average of 3.0 or better in each content area in which a person wishes to be licensed and passing scores on the Praxis II content knowledge exam in the appropriate area of licensure.

Personal Requirements

1. Satisfactorily pass a criminal history search by the Indiana State Police.
2. Satisfactorily pass sexual offender screenings
3. 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 student teaching 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.

Pre-Candidacy Requirements - TTT

All of the following must be satisfactorily met before enrollment in Phase II, the Pre-Candidacy Phase.

1. Complete all Phase One requirements and earn a minimum cumulative GPA of 3.00 with no grade below a "B-".
2. Provide passing scores for the Praxis Elementary Content Knowledge Test (Elementary pre-service teachers only).
3. Provide passing scores for the Praxis Two content specific test for the subject(s) in which licensure is sought (Secondary pre-service teachers only).

Candidacy Requirements - TTT

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

1. Complete all Phase Two requirements and earn a minimum cumulative GPA of 3.00 with no grade below a "B-" in regular courses and a grade of Credit for EDU-575.
2. Provide passing scores for each of the PPST Reading, Writing, and Mathematics sections.
3. The pre-service teachers' Instructor/Advisors recommend in writing that the pre-service teachers show satisfactory promise to complete EDU-579 and have demonstrated dispositions to be competent professionals.

Program of Study - TTT

Phase I Foundational Phase

All Phase I courses must be passed with a grade of "B-" or higher as a prerequisite for enrolling in any Phase II courses.

Phase II Pre-service Phase

All Phase II courses must be passed with a grade of "B-" or higher as well as EDU-575 with a grade of Credit as a prerequisite for enrolling in any Phase III courses.

Phase III Candidacy Phase

All Phase III courses must be passed with a grade of "B-" or higher as well as EDU-579 with a grade of Credit as a prerequisite for enrolling in any Phase IV courses.

Phase IV Elementary candidates only

Laboratory Placement: A pre-service teacher who for any reason does not complete and pass EDU-572, EDU-577, EDU-578, EDU-580 and/or EDU-582 and passed the accompanying student teaching course(s), may retake the course(s) in question without reenrolling in the appropriate student teaching course provided the pre-service teacher accepts a K-12 laboratory placement. The pre-service teacher will pay a fee that covers the additional cost of the placement process and pre-service teacher supervision. (The pre-service teacher with a Stafford loan will temporarily lose eligibility for financial aid for failure to meet the six semester hour course load requirement.)

Student Teaching Policies - TTT

1. Once a student teaching placement has been finalized, it can only be changed by approval of the Academic Appeals Committee. The student bears the responsibility to present sufficient 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's local schools. A change of placement fee will be paid by the pre-service teacher.
2. The director of TTT, at the request of the cooperating K-12 school's administration, University Representative, or Instructor/Advisor as well as by the decision of the TTT director, can remove a pre-service teacher from a K-12 school Student Teaching assignment any time for immoral or inappropriate conduct at the K-12 assignment or with K-12 students.
3. The director of the TTT program may remove a pre-service teacher from a student teaching experience for pre-service teacher's failure to satisfactorily perform the requirements of the student teaching experience in question. Input from the University Representative, Instructor/Advisor, and the Supervising Teacher will be sought before withdrawing the pre-service teacher from the student teaching experience.
4. Withdrawal from a student teaching experience may result in the pre-service teacher being permanently withdrawn from the program. A grade of Non-credit will be issued for the student teaching course.
5. Pre-service teachers who do not receive a grade of Credit for EDU-575, EDU-579, or EDU-581 must request in writing to the director of the TTT program for permission to retake the course in question. A majority of the Academic Appeals Committee must vote to approve a retaking of the course in question.
6. EDU-575, EDU-579, and EDU-581, as all other courses, cannot be repeated more than one time each. If a person repeating one of these courses does not receive a grade of Credit, the person will be withdrawn permanently from the Transition to Teaching program.
7. Any pre-service teacher who is being considered for withdrawal from a student teaching experience has the right to appeal that decision pursuant to the policies of the College of Adult and Professional Studies.
8. For secondary students, EDU-575 requires 14 weeks of student teaching at 5 hours per week. Spring and fall breaks as well as other school holidays and closing and pre-service teacher absences will be made up by the pre-service teacher within the time frame of the affective student teaching experience. Should a student not be able to accumulate sufficient student teaching hours within the boundaries of the semester, the pre-service teacher may petition to the program director for an extension of time. EDU-579 will consist of 13 weeks of 5 hours per week and one full week of all day experience. The same make-up requirements apply.
9. For elementary students, EDU-575 and EDU-579 require 14 weeks of student teaching at 5 hours per week. Spring and fall breaks as well as other school holidays and closing and pre-service teacher absences will be made up by the pre-service teacher within the time frame of the affective student teaching experience. Should a student not be able to accumulate sufficient student teaching hours within the boundaries of the semester, the pre-service teacher may petition to the program director for an extension of time. EDU-581 will consist of 13 weeks of 5 hours per week and one full week of all day experience. The same make-up requirements apply.

Requirements for Teacher’s License Recommendation

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

1. Complete all course requirements with a minimum GPA of 3.00 and no grade lower than a "B-."
2. Pass all student teaching courses with a grade of Credit.
3. Provide passing scores for all required Praxis test.
4. Provide a recent criminal history search.

Transition to Teaching 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 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. This course may be repeated for additional areas of licensure.

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-579 Student Teaching 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.

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-581 Reading Field Experience and Assessment One 2

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 capstone project is developed.

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.