The following is a list of Secondary Education programs that is offered and the campuses for which they are located:

• Secondary Transition to Teaching
• Community of Teachers
• Special Education-Exceptional Needs: Mild Intervention

Secondary Transition to Teaching (18-20 cr.)

The Secondary Transition to Teaching programs are full- time, 18-20 credit hour, year-long field-based programs intended to develop and support reflective teaching, promote thoughtful and innovative practices in secondary schools, and make optimal use of the professional resources that currently exist in schools, the community, and the university. The programs are designed for students who have earned a baccalaureate degree in a content discipline and who are interested in becoming secondary teachers of that discipline. In most cases, full- time students will earn their secondary teaching certificate after one calendar year of course work and accompanying field experiences.

Licensure areas within the Secondary Transition to Teaching program will include one of the following content areas:

• English
• Foreign Languages (Chinese, French, German, Japanese, Latin, Spanish)
• Journalism
• Mathematics
• Science (Biology, Chemistry, Earth/Space Science, Physics)
• Social Studies (Economics, Geography, History, Political Science, Psychology, Sociology)
• Theatre Arts

Indiana law requires secondary applicants to have the following:

• An earned baccalaureate from an accredited institution with a major in the field where the license is being sought, AND one of the following:
  • A GPA in the baccalaureate program of 3.0 on a 4-point scale, OR
  • A GPA in the baccalaureate program of 2.5 on a 4-point scale and five (5) years of professional experience in the field which the person is seeking licensure, OR
  • An earned graduate degree in the field in which the person seeks licensure, OR
  • Proof that the individual has passed the state approved content area examination in the subject area that the individual intends to teach.
• Documentation of knowledge of basic skills in one of three ways:
  • By passing all three sections of the Pearson CASA, OR
  • By completion of a master's degree, OR
  • Achieving the appropriate cutoff score on the GRE (301), ACT (24), or SAT (1100)
• Remediation of any content deficiencies identified in content standards review. Students must complete coursework equal to an undergraduate major in the area in which they wish to teach. Courses must be completed with a grade of C or better. An overall 3.0 GPA is required for all prerequisite course work.

Required Courses (18 cr.)
Summer

• L517 Advanced Study of Content Reading and Literacy (2 cr.)
• M500 Integrated Professional Seminar (1 cr.)
• P510 Psychology in Teaching (3 cr.)

Fall

• M500 Integrated Professional Seminar (1 cr.)
• S555 Diversity and the Communities of All Learners (3 cr.)
• Methods of Teaching (Varies by subject area-choose one of the following) (3 cr.)
  • L516 Advanced Study in the Teaching of English/Language Arts
  • L520 Advanced Study in Foreign Language Teaching
  • M522 Advanced Methods in the Teaching of Middle/Junior High School Mathematics
  • Q506 Methods of Teaching Senior High/Junior High/Middle School Science
  • S519 Advanced Methods of Teaching Senior/ Junior High/Middle School Social Studies
  • JOUR J525 Supervision of School Publications
  • THTR T478 Methods and Materials for Teaching High School Theatre and Drama

Spring

• F500 Secondary Transition to Teaching-Student Teaching (1-3 cr.)
• H520 Education and Social Issues (3 cr.)
• M500 Integrated Professional Seminar (1 cr.)

Community of Teachers Program

A highly individualized way to earn a secondary teaching license, Community of Teachers (CoT) centers on an ongoing practicum that features intensive, hands-on work in one school. CoT students spend one day a week in a school of their choice, each working with a teacher of their choice who has consented to be their mentor. The relationship continues throughout the students' professional preparation, including ten weeks of student teaching (EDUC M550, 10 cr.).

An additional requirement of the program is an ongoing seminar (EDUC S400/ S500, 4 cr./ 3 cr.) that is facilitated from one semester to the next by the same faculty member. Each seminar group contains students from different majors and includes both beginning and experienced students. The seminar's focus each semester is determined by the students and their professor; and each student organizes and carries out a lesson weekly activities. A minimum of two semesters of S400/500 are required.

Students complete the program not by earning course credits but by completing a portfolio of evidence of their competencies related to teaching.

Sixteen program expectations outline the portfolio that supports the case students must make to the faculty of their readiness to enter the profession.

Three additional courses are required to complete the professional education portion of the program:

• L517 Advanced Study of Content Reading and Literacy (2-3 cr.)
• Subject methods course as appropriate to the content field (3 cr.), Fall only:
  • L516 Advanced Study in the Teaching of English/Language Arts
  • L520 Advanced Study in Foreign Language Teaching
  • M522 Teaching Mathematics in the Secondary School
  • Q506 Methods of Teaching Senior High/Junior High/Middle School Science
  • S519 Advanced Study in the Teaching of Secondary School Social Studies
  • JOUR J525 Supervision of School Publications
  • THTR T478 Methods and Materials for Teaching High School Theatre and Drama
• M550 Student Teaching (10 cr.)

In addition, students must complete the requirements for the content area in which they are interested in teaching. This knowledge is gained by completing the requirements of subject areas as listed in the undergraduate bulletin, with the substitution of graduate courses as possible. Subject areas are in:

• Health
• Journalism
• Language Arts (English)
• Mathematics
• Science (Biology, Chemistry, Earth-Space, and Physics)
• Social Studies (Economics, Geography, Government, History, Psychology, and Sociology)
• Theatre
• World Languages (Chinese, French, German, Japanese, Latin, Russian, and Spanish).

Because the state is changing its licensing rules, further changes within the content area may be required. Contact the graduate certification advisor for the applicable program.

Special Education-Exceptional Needs: Mild Intervention

Develop the knowledge, skills, and dispositions to work in today's classrooms. Course work includes research-based instruction in classroom management, collaboration and service delivery, assessment, instructional strategies, and working with families.

When you complete your certification, you'll be prepared to work in inclusive school and community settings. You'll also understand strategies for other types of special education teaching environments, such as resource and self-contained settings.

Fall

• K505 Introduction to Exceptional Children (3 cr.), complete in previous summer, if possible
• K510 Assistive Technology in Special Education (3 cr.)
• K565 Collaboration and Service Delivery (3 cr.)
• S500 Community of Teachers Seminar (Special Education Orientation) (3 cr.)

Spring

• K535 Assessment and Remediation of the Mildly Handicapped (3 cr.)
• K553 Classroom Management (3 cr.)
• S500 Community of Teachers Seminar (Field-Based Seminar in Teacher Education) (3 cr.)

Summer

• K548 Families, School, and Society (3 cr.)
• Reading/Language Arts (Choose one of the following)
  • L504 Identifying and Working with Learner Literacy Difficulties (3 cr.)
  • L517 Content Area Literacy (3 cr.)

Second Fall

• K536 Assessment and Remediation of the Mildly Handicapped II (3 cr.), Prerequisite: K535
• S500 Community of Teachers Seminar (Field-Based Seminar in Teacher Education) (3 cr.)

Second Spring or Third Fall

• M550 Student Teaching (10 weeks/10 cr.) Prerequisite: completion of 20/30 portfolio expectations

Spring/Fall

• Completion of Portfolio before Recommendation for Licensure.