W.W. Wright School of Education

History of the School of Education

Indiana University has been training teachers since 1851. The School of Education at Bloomington began granting degrees in 1924, and the Indianapolis campus granted its first degree in education in 1969. In 1975, the School of Education in Bloomington and the Division of Education in Indianapolis merged to become a single School of Education with two campuses. Some programs remain localized on a single campus, but other programs now allow students to choose courses at either location. Today, Indiana University’s School of Education is one of America’s most respected educational institutions for the preparation of teachers, administrators, and specialists in all areas of education. The School of Education has full equality with the other professional schools of the university and grants the degrees of Bachelor of Science in Education, Master of Science in Education, Specialist in Education, and Doctor 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 purpose of undergraduate study in teacher education is to prepare teachers who have the following:

  1. A strong, balanced general education with work in the humanities, social sciences, mathematics, and physical and biological sciences
  2. A thorough understanding of the subject matter of their teaching field or fields
  3. The ability to communicate effectively, both orally and in writing
  4. The competence to design and implement effective instruction using a variety of instructional models
  5. The competence to create an effective classroom climate
  6. The commitment and capacity to design learning experiences that foster critical thinking and decision making
  7. An understanding of and ability to use computer technologies
  8. The ability to design appropriate evaluation strategies, both quantitative and qualitative; and to appraise their instructional effectiveness, as well as to assess the achievement of their students
  9. The capacity to make sound judgments regarding the use of instructional materials, including an ability to infer the assumptions that may have guided instructional developers
  10. The commitment and capacity to address issues of justice and equity and a sensitivity to cultural differences and global concerns
  11. The commitment and capacity to build effective relationships with students, colleagues, and members of the community
  12. An understanding of the relationship of the school to the larger society
  13. An understanding of the legal rights and responsibilities of students, teachers, and schools
  14. The commitment and capacity to approach their profession ethically with a guiding set of responsible social and professional values
  15. A commitment to continuing professional renewal
  16. an understanding of how to make adaptations to meet the needs of children with exceptional needs in the public schools.

Academic Bulletins

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