W.W. Wright School of Education
History of the School of Education
The School of Education realizes the importance of creating and maintaining a teacher-preparation program that balances specialized knowledge with a broad liberal arts education and that affords each student an opportunity to learn both theoretical principles of education and practical teaching skills.
Purposes of undergraduate study in teacher education
The School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE) and by the North Central Association of Colleges and Secondary Schools. In addition, the Indiana Professional Standards Board has approved all teacher education programs offered through Indiana University at the Bloomington and Indianapolis campuses.Return to Top
The School of Education, in cooperation with the Indiana Professional Standards Board, has established certain academic requirements for earning a degree and/or licensure. The requirements vary according to the chosen field of study. Advisors and directors assist students in planning a program of study to satisfy requirements, but each student assumes final responsibility for meeting all deadlines and completing all requirements for certification and graduation. It is therefore essential to be familiar with the licensing requirements set forth in the School of Education Bulletin. If a student in the senior high/junior high/middle school or all school settings (K-12) education program earns certification while enrolled in a degree-granting program in another school of the university, requirements for graduation in the degree-granting school and requirements for certification in the School of Education must both be satisfied. See the section of this bulletin entitled “Completing Teacher Education Program Requirements While Enrolled Outside of the SOE.”
Students interested in the teacher education programs can seek information about the School of Education via e-mail at TeEdAdv [at] indiana [dot] edu or arrange for an appointment by telephone (812) 856-8510. Academic advisors are available through out the year. Students should make certain that they understand the requirements for successful completion of the program and have an appropriate plan for each semester. Online Academic Advising Reports (AAR) and program planning sheets are two effective tools used by advisors and students to track academic progress. AARs are available to admitted Indiana University students through Onestart.iu.edu. AARs allow Indiana University students to view their completed and enrolled course credits in a context that shows completed academic program requirements as well as those requirements that remain unfinished. Detailed program planning sheets are available at SOE 1000 or on the Web at: education.indiana.edu/ProgramSheets/tabid/5425/Default.aspx. Program plans specify total credit hours needed for completion of the degree, courses to be taken, GPA requirements and other information. Adhering to stated requirements is the student’s responsibility.
Theory into Practice (128 credits): Generalist, Elementary Primary and Elementary Intermediate, Kindergarten, and Elementary Grades (K-6)
Teaching All Learners (130 credits): Generalist (Elementary Primary and Elementary Intermediate) K-6 and Mild Intervention
Community of Teachers (CoT) (124 credits): Middle/Junior High/High School: Early and Late Adolescence and Young Adult, (6-12), Content Field Specialist (see list that follows)
Secondary Content Fields
All School Settings Programs
Physical Education: Early and Middle Childhood, Early and Late Adolescence and Young Adult (K-12); contact School of Health, Physical Education and Recreation for details
Visual Art (124 credits): Early and Middle Childhood, Early and Late Adolescence and Young Adult (K-12)
World Languages (124 credits): Early and Middle Childhood, Early and Late Adolescence and Young Adult (K-12); Chinese, French, German, Japanese, Latin, Russian, or Spanish
License Additions Available
Entering undergraduate and transfer students admitted to Indiana University are assigned to University Division until they are ready to be certified to one of the 14 undergraduate degree-granting colleges and schools that make up the university. Each college or school sets its own criteria for admission, retention, and graduation.
Undergraduates may complete up to 65 credits in University Division before being required to be certified to a college or school degree program. Transfer students have one calendar year to meet admission requirements. Students who fail to certify to the School of Education in a timely fashion will be required to choose another program. Students who have been denied admission to the SOE/TEP, but eventually meet the admission criteria, may reapply for the undergraduate program or complete certification through a graduate program depending on total credit hours completed.
Admission to the School of Education Teacher Education Program (SOE/TEP) is a critical benchmark for teacher candidates. Until an undergraduate student is admitted to the TEP they are not eligible to take authorized professional education courses. Admission to SOE programs is competitive; meeting minimum admission requirements is necessary but not always sufficient for admission. Late applications are considered on a space-available basis. Continuation in the TEP programs requires remaining in “good standing” through continual assessment of student performance.
Until undergraduate students are admitted to the SOE/TEP, they do not have any official status in a program or the SOE. Although the SOE reserves the right to change program requirements as the faculty deems necessary, the requirements for program completion will be changed only under exceptional circumstances.
All undergraduate teacher education programs require four criteria for admission. First, all applicants must pass the PRAXIS I Pre-Professional Skills tests in reading, writing, and mathematics. Second, all applicants must have at least 26 credits of relevant course work completed with a 2.5 minimum GPA. No grade lower than a C will be counted in the professional and content areas. Third, each program requires the completion of specific prerequisite courses. Fourth, students are required to submit an online application by October 1 to start spring semester authorized professional education courses or March 1 to start fall semester authorized professional education courses (see individual program planning sheets for a complete list of requirements).
Praxis I (PPST) Requirements: The Pre-Professional Skills Test (PRAXIS I, Educational Testing Service, NJ) is an admission requirement for all teacher education programs in Indiana. PRAXIS I addresses high school level competencies in reading, writing and mathematics. The state determined pass rates are (Reading—176, Math—175, Writing—172). The commercially available test can be taken by paper and pencil four times a year or by computer once a month up to six times a year, anywhere in the USA and in some locations overseas (www.ets.org/praxis). Students may retake portions of the test as needed. There are a variety of test preparation materials commercially available, and the School of Education can assist Indiana University students in identifying preparation materials.
Exceptions to the rule are allowed by the state if a learning disability is documented and the student completes the PRAXIS I with testing accommodations determined by ETS, NJ. If the student passes PRAXIS I with accommodations, the student is to be treated like any other applicant. Students completing the test with accommodations who fail one or more portions of the test may be admitted to a teacher education program with no guarantee of becoming eligible for licensing. Students who have taken the tests and not passed will be required to petition the state of Indiana for licensing.
Specific Program Admission Requirements:
Elementary/Theory into Practice: Kindergarten, primary, and intermediate grades 1-6. Applicants must have completed or be enrolled in 26 credit hours of prerequisite course work, including EDUC-P 251/M101, EDUC P248, EDUC-Q 200, EDUC-W 201, MATH-T 101, EDUC-N 102 or MATH-T 102, EDUC-N 103 or MATH-T103, and a science requirement. Applications accepted October 1 for spring or March 1 for fall semester starts.
Exceptional Needs and Elementary/Teaching All Learners: Kindergarten, primary and intermediate grades 1-6. Applicants must have completed or be enrolled in 26 credit hours of prerequisite course work, including EDUC K-205, EDUC-P 251/M101, EDUC-Q 200, EDUC-W 201, and MATH-T 101. Prerequisites to be completed before Junior I cluster: EDUC-N102 or MATH-T102, EDUC-N103 or MATH-T103 and PHYS-Q202 or PHYS-P101. Application required by October 1 for spring-only start.
Community of Teachers Secondary: Middle School, Junior High, and High School Grades 6-12. Admission to CoT program required first (education.indiana.edu/strongCommunityofTeachersstrong/tabid/4370/
ALL SCHOOL SETTINGS
Physical Education: All school settings programs; 12 credits in major with a 2.5 GPA and the following courses: Kindergarten, Elementary, Secondary, Grades K-12. Contact School of Health, Physical Education and Recreation for admission requirements.
Music Education: All school settings programs; Kindergarten, Elementary, Secondary, and Grades K-12. Contact Jacobs School of Music for admission requirements.
World Languages: All school settings programs. Applicants must have completed or be enrolled in 35 credit hours of prerequisite course work, including 21 credits (15 completed and a maximum of 6 in progress) in language, EDUC-M 300, EDUC-P 254, M201, and W200. 2.5 GPA required in all professional education and content fields. Application required by October 1 for spring-only start.
Active Participation Students seeking Indiana state certification in teacher education are required to complete several hours of observation and participation assisting classroom teachers in or near Bloomington schools. These activities are offered as corequisites to educational psychology and methods courses. They are given as Satisfactory/Fail courses for 0-2 credits. A small fee is assessed in connection with these field experiences. Note: Individual school sites may require proof of a recent physical exam, TB test, drug test, first aid/CPR training, and criminal history check before participating in field placements and student teaching. Placement sites may deny a field placement or student teaching assignment based on a misdemeanor or felony conviction. The application process for a teaching license in Indiana requires a current criminal history check. Convicted felons cannot hold a teaching license in Indiana.
Placement Students will be assigned to field experiences in schools in which they have no previous history or relatives attending or working. Several visits are required each semester. Because it is the student’s responsibility to find transportation to the assigned school (which can be up to 50 miles from campus), it is helpful to have a car available for semesters of field experience. Carpooling is arranged where needed.
For field experiences in early childhood education, students will visit nearby child care centers. These sites require proof of a recent physical, TB test, and criminal history check at the student’s expense. Forms will be provided by IU.
For more information about early field experiences, refer to the Early Field Experience Student Handbook, which is available in Education 1020M or on the Web at education.indiana.edu/strongEarlyFieldExperiencesstrong/tabid/
Most teacher preparation/certification programs in Bloomington require a minimum of one full semester of student teaching. In addition to student teaching, a practicum of six weeks often is required for those students who are eligible to add an endorsement or minor and/or a dual instructional licensing program to the basic license being sought.
Both student teaching and practicums are full-day, full-time, off-campus, school-based experiences that are completed in the number of consecutive weeks associated with the type of experience and/or specific program. The extent of actual student teacher or practicum student involvement and the assumption of full class responsibilities rest upon the mutual agreement of the student, the supervising teacher, and the university supervisor. Augmentation of the program is achieved through participation in the total education activities of the school, and such participation is regarded as an integral part of the experience, not optional or supplemental.
The student teaching experience has been carefully designed to be as realistic and as intensive as actual teaching, including placing student teachers in schools with carefully selected and qualified supervising teachers. Supervision from the university is provided by professionals who have been successful classroom teachers. For more information about student teaching and practicum experiences, refer to the student teaching Web site: education.indiana.edu/stuteach/StarttoFinish/tabid/5123/Default.aspx.
Application Process Participation in the program begins with the filing of an Application for Student Teaching or Practicum before the end of the fall semester of the academic year that precedes the year in which the student teaching or practicum is to be done. In Bloomington, the application deadlines for student teaching are April 1 for fall, and October 1 for spring. The application must be submitted to the campus through which the experience is intended. Student teaching or practicums will be completed through the campus where the methods course(s) are taken, unless an exception is granted by the appropriate authority.
You will be required to provide a criminal history check to school districts before participating in student teaching. School districts may deny student teaching assignment based on a misdemeanor or felony record. The application process for a teaching license in Indiana requires a current criminal history check. Convicted felons cannot hold a teaching license in Indiana.
Placement Decisions relative to the specific teaching assignment, type of school desired, geographic location, and possible supervisor arrangements will be discussed at the time the application is submitted. This information will be included on the accompanying application documents. Placement recommendations from the student’s major department or school may be solicited and made a part of the placement process.
Arrangements for placement and supervision are provided by the Office of Student Teaching. Students are given the opportunity to express a preference for the type and location of school to which they will be assigned. Most placements are made in the public school—elementary, middle, junior high, and senior high—statewide for students on the Bloomington campus. Placements in other areas of the state will be considered, depending upon supervisory arrangements. Bloomington students must petition the Academic Standards Committee for consideration of out-of-state placements.
Students also have the option of applying for student teaching and/or practicums in special areas, such as those provided by schools for American Indian and overseas children. Such assignments must be preceded, however, by specialized study. See the section of this bulletin entitled
Eligibility Requirements for Student Teaching and Practicum require the following:
Students found ineligible for student teaching or a practicum may appeal this decision on the campus where the application was submitted. At Bloomington, students should follow the appeals processes described in the section entitled “Student Appeals.”
Special projects in which student teaching experience may be gained are described below. Each project is open to students at Bloomington and IUPUI as well as to students from other institutions. The employment success of students in these projects has been very high year after year. Note: Non-education majors (College of Arts and Sciences, and so on) may also participate in these cultural immersion projects. They will be placed in schools as teaching assistants, and they will earn cultural course credit at the 500 level. For additional information, see education.indiana.edu/CulturalImmersion/tabid/6131/Default.aspx,
The American Indian Reservation Student Teaching Project This project features student teaching for students seeking elementary, secondary (almost every subject area), all-grade, and special education teaching certificates on reservations in Arizona, New Mexico, and Utah. Placements will be made both semesters and will involve 16 weeks of student teaching and community involvement on the Navajo Indian reservations. Student teachers will be placed in Bureau of Indian Affairs boarding schools, in tribal-controlled schools, or in public schools serving American Indian youth.
Each participant registers for 10-16 credit hours of student teaching and cultural practicum; and at least two graduate-level courses focusing on American Indian education, culture, and historical and contemporary issues and conditions. Nine (9) to 12 graduate credit hours are earned. Student teachers are available to American Indian children not only for classroom instruction but also for after-school tutoring, athletics, and cross-cultural interaction. All student teachers participate in a culturally oriented workshop held on campus in April to prepare them for the reservation setting. On-site seminars, readings, films, presentations by American Indian consultants, and site reports extend the workshop experience. Community involvement with American Indian adults and youth is also required. Living costs on the reservation are quite modest.
Overseas Student Teaching Project This project offers elementary, secondary (almost every major), all-grade, and special education preservice teachers the opportunity to teach in Australia, Costa Rica, England, India, Ireland, Kenya, New Zealand, Scotland, Siberia, Spain, Taiwan, and Wales. Participants must complete a 10-16 week student teaching assignment in Indiana before reporting to the overseas site for eight additional weeks. Each participant registers for 10-16 credit hours of student teaching, a cultural practicum, and 3 credit hours of T 550. Participants earn 9-12 hours of graduate credit. The project is designed for pre-service teachers interested in comparing and contrasting educational systems, learning through travel, and learning more about current international issues. Preparatory instruction and practical information are provided before participants go abroad. On-site assignments and community involvement complement the school experience.
Urban Project Teacher candidates in elementary, secondary or all school settings are engaged in sixteen weeks off student teaching in the Chicago Public Schools. The urban project program incorporates a preparatory phase of classwork, workshops, readings, interviews, abstracts, and journal keeping as well as on-site immersion experience. The inner city experience includes community based experiences and housing in the neighborhoods that the schools serve.
Academic Good Standing requires a 2.5 cumulative GPA, and the following:
Students are expected to demonstrate the knowledge, skills, and dispositions expected of beginning teachers. These expectations are set forth by the Interstate New Teacher Assessment and Support Consortium (INTASC) and have been adopted by the Indiana Professional Standards Board.
Failure to meet the minimum standards results in academic probation or in termination.
Probation At the close of each semester and summer session, the academic progress of students in the School of Education is reviewed. Students will receive formal written notice if they have been placed on probation and are or may be subject to dismissal. Students receiving such letters should see an academic advisor as soon as possible. Once on probation, students remain on probation until all the minimum standards have been met or surpassed. Students on academic probation have one semester to meet the minimum academic standards as detailed above.
Voluntary Withdrawal If a student voluntarily withdraws from school while on probation, that student may reenter school on probation at any time. Furthermore, if the reason for probation is an unacceptable grade point average, the student may reenter in good standing if, by taking course work in other divisions or schools of the university, grades have been earned that raise the cumulative grade point average to a minimum of 2.5.
Dismissal Students who are academically dismissed from the School of Education are placed on the all-university checklist, which means that they may not enroll in courses on any of Indiana University’s eight campuses.
Reinstatement Re-instatement of students who have been academically dismissed requires students to wait at least one semester (not to include the summer session) before applying for reinstatement. Applications for readmission are submitted to the Academic Standards Committee. If the student is readmitted, the course load may be restricted or adjusted if, in the opinion of those concerned with the student’s academic performance, it is in the student’s best interest to do so.
There are three different types of academic appeals available to undergraduate students through the School of Education.
Type 1: Appeals Regarding Criteria for Admission, Program Requirements and Retention must be submitted in writing as specified in on the School of Education Web site in the following sequence:
To ensure due process, all appeals must be made in this order. Contact the Office of Teacher Education for information on preparing an appeal or see the SOE Web site: site.educ.indiana.edu/AcademicStandards/tabid/5509/Default.aspx
Note: Unlike public school elementary and secondary programs, institutions of higher education are not required to actively seek out and accommodate students with disabilities in academic programs. Institutions are not obligated to accommodate students in meeting any essential program requirement. Students on the Bloomington campus seeking waivers or substitutions to a School of Education or Indiana University academic program or course requirements based on individual disabilities should contact the Office of Disabled Student Services (DSS). The staff of DSS will assist students in documenting recognized disabilities and exploring alternative remedies. Disabled Student Services is located in Franklin Hall 096 (phone 855-7578).
Type 2: Appeals Regarding Teaching Activities If a student has concerns about the quality of teaching in a course in which he or she is enrolled, the student should follow this process:
To ensure due process, all appeals must be made in this order. Contact the Office of Teacher Education for information on preparing an appeal or see the SOE Web site: site.educ.indiana.edu/AcademicStandards/tabid/5509/Default.aspx
Type 3: Appeals Concerning IU Code of Student Rights, Responsibilities, and Conduct Grievance Hearing Committee The purpose of the Grievance Hearing Committee (within the School of Education) is to provide a five-member hearing board for any student who believes that his/her rights as defined in Part One of the Code of Student Rights, Responsibilities, and Conduct have been violated by a member of the faculty or administration. After considering the appeal during a formal hearing, the hearing board votes in private and forwards its recommendation for action to the dean of the School of Education, who makes final disposition of the appeal in the School of Education. If the student wants to appeal further, the Code of Student Rights, Responsibilities, and Conduct provides an avenue through the dean of faculties.
Violations of individual rights and rights related to academic affairs—as defined in Parts I.A., I.B., and I.C. of the Code of Student Rights, Responsibilities, and Conduct—include citizenship, discrimination, sexual harassment, harassment based on sexual orientation, and racial harassment.
Violations of academic affairs include provisions of advising for academic planning, classes conducted in accordance with the IU Code of Academic Ethics, freedom to raise issues and express ideas or opinions relevant to classroom work, sensitivity by faculty to student personal or political beliefs, and protection of privacy of student information, ethical behavior of faculty in relationships with students.
Academic misconduct, as defined in the Code of Student Rights, Responsibilities, and Conduct (Part III), includes cheating, fabrication, plagiarism, interference, violation of course rules, facilitating academic dishonesty, and issues related to grades in a course and the terms and conditions of associate instructor and graduate assistant appointments.
The Code of Student Rights, Responsibilities, and Conduct distinguishes between personal misconduct and academic misconduct. Appeals regarding personal misconduct are not within the jurisdiction of the Grievance Hearing Committee and are handled by the IU Dean of Students. Additional information is available on the IU Web site: profile.educ.indiana.edu/Portals/28/Policy%20Council/Committees/
Sexual Harassment Policy
Application for Degree
Note: The graduation ceremony is held by the Indiana University Alumni Association two times a year: December and May. Diplomas are mailed to students' home addresses after the degree is formally granted by the faculty and recorded by the Univeristy Registrar four times a year December, May, June and August.
B.S. Degree with Honors
For students not in the School of Education, teacher certification and degree conferral are two separate processes. In secondary and K-12 programs, students may earn certification through the School of Education while enrolled and earning a baccalaureate degree in any of the following schools of the university:
College of Arts and Sciences
Candidates outside the School of Education must meet both the degree-granting school's graduation requirements and the certification requirements for their teacher education program. That is, students earning certification must meet the general-education, professional education, and content field course requirements and any other specific program requirements in the area in which they want to be certified, as outlined in this bulletin; they must also have completed a minimum of 124 credit hours (see specific degree requirements). In addition, these students must satisfy all the requirements for the degree, as stipulated by the degree-granting school. It is strongly recommended that students in this program see an academic advisor in each of the schools every semester before registering.
Note: All undergraduate students majoring in elementary education, early childhood education, and elementary exceptional needs, must be enrolled in the School of Education. These students will receive both the degree and certification from the School of Education.
Application for Licensure
Note: Passing scores for all state licensure exams, Praxis I: Preprofessional Skills Test (PPST) and the appropriate Praxis II (Specialty Tests) for you content area and school level.
Initial License in Early Childhood Education: Generalist, Early and Middle Childhood Education, Preschool, Kindergarten, Primary Grades (K-3).
Initial License in Elementary Education: Generalist, Elementary Primary and Elementary Intermediate, Kindergarten and Elementary Grades (K-6).
Initial License in Secondary Education: Content Field Specialist, Early Adolescence and Adolescence/Young Adult (6-12).
Initial License in K-12 Education: This license includes four school settings: Early Childhood Education—Primary Level (K-3); Middle Childhood Education—Intermediate Level (4-6); Early Adolescent—Middle School Level; and Adolescent/ Young Adult—High School Level. There must be at least one content field included on this license (Music, Physical Education, Visual Arts, or World Languages).
Transferability of Teacher Licenses
Information about the Indiana licensing framework and standards for educational professionals can be found on the Web site of the Indiana Professional Standards Board: www.doe.state.in.us/dps.
Anyone who has earned a degree from Indiana University or who has successfully completed or will complete 24 credit hours from Indiana University may register for Credential and placement assistance. Education Career Services at the School of Education (1) assists registrants in locating teaching, administrative, and special service positions in schools, colleges, and universities, and as appropriate in business, industry, and governmental agencies; (2) assists registrants with the development of an employment credential, and upon request, sends that credential to prospective employers and other eligible agencies; (3) provides career counseling and planning services for students and alumni; (4) conducts research concerning supply-and-demand and employment trends, issues, and procedures; (5) assists employers in finding the better qualified candidates for vacant positions in their respective institutions and agencies; and (6) sponsors on-campus recruiting activities for education students.
In Bloomington, there is no fee for the initial registration, for updating the placement file, or for receiving career development services. A nominal fee is charged to cover the cost of duplicating, assembling, and mailing each credential file to a prospective employer. Also, after the first year, a nominal fee is required to activate the placement file to receive vacancy listings, to supply three free credentials, and to arrange for on-campus interviews. The placement year begins on October 1 and ends on September 30.
We encourage all registrants to complete their placement file early in the placement year because nearly all employers in the field of education request formal credentials as a part of the employment process. Students are encouraged to initiate their placement file early in the year in which they will become available for employment.
Placement counselors are available to advise students in all aspects of the job search. Also, assistance is provided for resume development and for helping each student organize, plan, and conduct a successful employment campaign.
The Education Placement Office carefully follows the mandates of PL93-380, the Family Educational Rights and Privacy Act, passed by Congress in 1975. Therefore, the placement file is transmitted only at the request of the registrant. Registrants normally request that files be sent by submitting a written request or by going to the office in person. Registrants may pick up a supply of credential transmittal forms in the office. Normally, telephone requests for credential transmittal will not be accepted.
This bulletin discusses only the undergraduate requirements for initial teacher certification and for the Bachelor of Science in Education degree. Students interested in graduate work in education should consult the Bulletin of the School of Education Graduate Program.
Program Options for Meeting Requirements
Second Bachelor’s Degree
At Bloomington, appeals regarding criteria for admission, retention, and program requirements must be submitted to the Academic Standards Committee. Contact the Office of Teacher Education for information about how to submit an appeal.
Postbaccalaureate Certification Options
The School of Education Alumni Association was founded in 1951 to advance the mission of the Indiana University School of Education, Bloomington/Indianapolis, through the active, ongoing participation of its 62,000 graduates and former students.
Chalkboard, a semiannual magazine published by the School of Education Alumni Association, is sent to all members of the association. Nonmember alumni receive one issue each year.Return to Top