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 School of Education 2005-2007 Undergraduate Academic Bulletin |
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Bloomington Programs
Introduction
Several of the education programs at the Bloomington campus have been recently revised or are currently under revision. Students who are already enrolled in programs should consult the 2002-2004 bulletin and its 2004-2005 supplement.
In this section, courses from several schools and departments of Indiana University are listed and coded with three- and four-letter codes that indicate the originating department. Full descriptions of courses not offered in the School of Education can be found in the bulletins for the schools and colleges offering the courses. A guide to the codes is as follows:
Departments of the College of Arts and Sciences:
The Indiana University School of Education at Bloomington offers teacher education programs leading to Indiana teaching licenses in kindergarten-primary/early childhood education, elementary education, secondary education (senior high/junior high/middle school), special/elementary education and all-grade education as outlined below. The secondary and all-grade programs require at least one major chosen from those outlined.
New Directions for Teacher Education in Bloomington
Indiana University has been involved in preparing students to become teachers since 1851, although the School of Education itself was not founded until 1908. Much has changed since the time of those initial efforts. The campus as a whole has expanded and become world-renowned for its research status. At the same time, the School of Education itself has developed a national and international reputation for both its undergraduate and graduate offerings.
We now find ourselves facing unique challenges in the 21st century. Our technological age requires citizens who can apply knowledge, reason analytically, and solve problems. American society is increasingly diverse, so school classrooms serve students who come from many backgrounds and cultures and who bring with them a wide range of abilities and interests. The educational community at large is engaged, along with policymakers and the general public, in a national debate about high standards for what all students should know and be able to do. The need for teachers who can help all students meet society's high performance expectations has created new challenges for teacher preparation.
In 2000, the IU Bloomington faculty approved a set of five goals to serve as guides for all efforts in the School of Education. The goals include: (1) to continue IU's commitment to strong pre-service teacher education, (2) to strengthen the School of Education's partnerships with P-12 schools and communities, (3) to enhance the school's research and graduate education programs, (4) to provide leadership in the appropriate use of technologies to enhance teaching and learning experiences, and (5) to promote diversity. These goals are interdependent. Together, they reflect the direction that the School of Education will take as it moves forward in the coming years.
One effort that has been constant throughout our history is a commitment to creating and sustaining high-quality, rigorous, engaging courses and programs for candidates aspiring to be teachers at all P-12 levels. A commitment to high-quality programs in turn requires that faculty and candidates in the School of Education, with our colleagues from other units of Indiana University and from the public schools, engage in conversations that lead to novel initiatives, alternative directions, and new ways of thinking about teacher education. We must work collaboratively to help our teacher candidates attain the content, pedagogical, and professional knowledge, skills, and dispositions necessary for teaching in contemporary schools.
Our collective commitment at IU Bloomington to the development of exemplary teacher education programs has been abundantly clear throughout the past decade. This bulletin provides an outline of our most recent efforts to offer contemporary, responsive, and effective teacher education programs, courses, and policies. Central to our deliberations about the direction of teacher education has been the adoption and enactment in all our teacher education programs of a set of six principles that define, in comprehensive ways, our conceptual framework for teacher education. The six principles are listed below. Accompanying each is an elaboration composed of three parts: a statement about why the principle is important, a statement about implications of the principle for our teacher education programs, and a statement about what the principle implies for teacher candidate expectations.
IU Bloomington's Six Principles for Teacher Education
Accountability and improvement in teacher preparation are central to IU Bloomington's mission. Graduates of all of our teacher education programs are expected to demonstrate the knowledge, skills, and dispositions expected of beginning teachers as set forth by the Interstate New Teacher Assessment and Support Consortium (INTASC) and as adopted by the Indiana Professional Standards Board (IPSB) in its new licensing regulations, known as Rules 2000. Through these standards that focus on systematic assessment and performance-based learning, our teacher education programs commit to engaging in continuous reevaluation and improvement.
As we begin this new millennium, our individual and collective efforts in the School of Education at IU Bloomington continue to be focused on developing the very best possible experiences for teacher candidates, and ultimately on improving the quality of education for P-12 pupils. We eagerly begin this new phase of Indiana University's 150-year institutional commitment: to offer exemplary educational opportunities for prospective teachers and to enhance the quality of educational experiences in classrooms throughout Indiana, the nation, and the world.
Project TEAM is a research and development initiative designed to increase the number of students from underrepresented minority backgrounds who complete their baccalaureate degree and enter the teaching profession. Based on the theme of "strengthening social justice through education," Project TEAM offers a supportive teaching-learning community for selected students and provides academic, social, and financial assistance as needed. An important part of Project TEAM is the honors seminar that students take each semester, which is limited to students in TEAM and may be taken for 1-3 credits. The honors seminars focus on issues of social justice, multicultural teaching, collaborative inquiry, professional development, and educational leadership. Criteria for acceptance include academic record (a minimum GPA of 2.5), academic goals (a genuine interest in intellectual development and lifelong learning), involvement in community service, and a commitment to a career in education. Students admitted into Project TEAM may participate in any of the teacher education programs offered on the Bloomington campus.
Early Childhood Education Program
About the Program
The undergraduate program in early childhood education is a four-year sequence of courses that prepares individuals to teach in infant/toddler and preschool programs, kindergarten through grade 3 classrooms, and work in other settings that employ early childhood professionals. The course of study is premised on the belief that students should engage in an exploration of literacy and diversity through inquiry and reflection. Literacy involves mastering a variety of symbol systems in which meaning is created and shared with others: reading, writing, art, mathematics, music, science, and others. The program enables students to acquire competence in these areas and the pedagogical expertise necessary to nurture growth and development in all young children.
Students will be actively engaged in a variety of activities, assignments, projects, and field experiences in order to: 1) acquire the knowledge, skills, and dispositions of an effective teacher; 2) develop sensitivity to issues of diversity of all forms (e.g. race, class, culture, gender, disability); and 3) embrace ethical, social, and intellectual commitments to young children.
Students will be admitted in and progress through their course work in a cohort with others who have begun at the same time. The small size of the program is designed to enhance a sense of community among students, core faculty, and practicing professionals. Practitioners from a variety of early childhood settings will be involved in the teaching of courses and the design of field experiences, thereby fostering community among those inside and outside the university.
The Early Childhood Education Program is divided into three main components, as follows:
For program requirements (program planning sheet), see:
General Education (40 credit hours)
Courses listed by number are either specifically required or are part of a group from which selections must be made to fill a specific requirement. See the appropriate school bulletins for course descriptions. The speech requirement may not be met by correspondence.
Electives (3-5 credit hours)
Professional Education (80-82 credit hours)
Return to Early Childhood Education Program
Theory Into Practice: A Program in Both Primary and Intermediate Elementary, K-6
The Theory into Practice Program (TIP) is a four-year program for students who want to be elementary school teachers. The TIP program emphasizes the application of theory and research to the day-to-day world of elementary teachers in a wide range of schools. Courses and field experiences focus on helping students develop the entry-level skills and knowledge needed to employ the current and emerging diagnostic and instructional "tools" that are used in a majority of elementary schools and that will allow them to successfully teach students with a diverse set of abilities. Through their subject concentration area, students gain in-depth experience in the subject of their choice—such as math, science, language arts, social studies, or fine arts. Program experiences are designed to help students identify knowledge that is worthwhile for elementary students and to design and teach lessons constructed around such knowledge. As a whole, program experiences provide for a close "fit" between course work and field experiences, with the goal of providing students with many opportunities to apply and reflect upon what they are learning.
Students will typically apply to the TIP program toward the end of their freshman year or early during their sophomore year. Admission criteria include an overall GPA of at least 2.5, passing scores on the PPST/Praxis exams, successful completion of EDUC-P 251/M 101, EDUC-Q 200, EDUC-W 200, and MATH-M 118/A 118 or D 116 and D 117. During their program of studies, students will complete three basic sets of requirements. The General Education component includes work in a cross-section of courses in numerous subject areas. The Area of Concentration enables students to gain a depth of knowledge in a subject of their choice. The Professional Component includes a series of subject-specific methods courses, work in the psychology of learning, applying technology in education settings, multicultural issues, the history of American education, an examination of the purpose of schooling in America, an ongoing set of increasingly demanding field experiences and related seminars, and culminates with a semester-long student teaching experience. Throughout their program, students will build a professional portfolio demonstrating their intellectual growth and ability to reflect.
TIP is an improved version of a program with a proven track record, a history of placing its graduates, and a group of faculty who are leaders in their respective fields. Students who desire a very practical, hands-on approach to their studies and who wish to graduate with the knowledge and skills required by a wide range of employers should consider the TIP program.
The Theory Into Practice K-6 Elementary Education Program is divided into three main components, as follows:
For program requirements (program planning sheet), see:
General Education: Distribution (49 credit hours)
Students who think they have the competence required in a course may contact the chairperson of the department offering the course. If the department chairperson agrees, the student will be permitted to take a credit examination.
Courses listed by number are either specifically required or are part of a group from which selections must be made to fill a specific requirement. See the appropriate school bulletins for course descriptions. The speech requirement may not be met by correspondence.
General Education: Area of Concentration (15 credit hours)
The Area of Concentration requirement is designed to provide the prospective elementary teacher with depth in one school-related curriculum. Students should choose 15 credit hours from one area listed below to complete with a minimum GPA of 2.5. The credit hours completed to fulfill this requirement must be in addition to those completed to fulfill the distribution requirement. Students should consult an academic advisor to plan an approved sequence to fulfill the Area of Concentration requirement.
Select one area:
Fine Arts: History of Art, Studio Art, or Music
Electives (0-2 credit hours)
Professional Education (61 credit hours)
The professional component begins early in the student's educational career. Laboratory/field experiences are initiated as soon as possible and continue throughout the student's program. This component includes a minimum of a full semester of full-time student teaching in either the first or second semester of the senior year.
Return to Elementary Education Program
Teaching All Learners: A Program in Exceptional Needs and Elementary Teacher Education
The goal of the Teaching All Learners Program is to prepare undergraduate students with knowledge of effective strategies and curriculum associated with teaching in classrooms with students having a wide range of developmental levels and abilities. Graduates of this program will be prepared to work as consultant teachers, co-teachers in inclusive settings, teachers in self-contained classrooms for students with exceptional needs, and general elementary education teachers. Successful completion of this program will result in license recommendation for K-6 Elementary, both Primary and Intermediate, and K-6 Exceptional Needs.
In Teaching All Learners, we emphasize the following:
For program requirements (program planning sheet), see:
General Education: Distribution (50 credit hours)
Courses listed by number are either specifically required or are part of a group from which selections must be made to fill a specific requirement. See the appropriate school bulletins for course descriptions. The speech requirement may not be met by correspondence.
Professional Education (80 credit hours) Return to Teaching All Learners: A Program in Exceptional Needs and
The Secondary Education Programs lead to a Bachelor of Science: Secondary Education degree in specific content fields. The content fields include: exceptional needs, foreign languages, journalism, language arts/English, mathematics, science, and social studies. The School of Education, in cooperation with the School of Health, Physical Education, and Recreation, and the College of Arts and Sciences, also offers secondary content fields in Health and Theatre, respectively.
Successful completion of a secondary education program requires meeting both academic content and performance-based standards as assessed at different points by the School of Education and by state-designated tests. The secondary education teacher license in Indiana mandates a content field; a target population developmental level of early and late adolescence and young adulthood; and in the school setting multiple assignments at the middle school/junior high or high school grades 5-12.
The Bloomington campus offers two secondary programs:
For program requirements (program planning sheet), see:
Return to Secondary Education Programs
General Education—Anchor Program and A Community of Teachers (33-36 credit hours)
To attain the minimum 40 credit hours, the student will have to take more than the minimum number of credit hours in at least one of the three stated categories. The number of credit hours in each category is also limited by a maximum number. The speech requirement may not be met by correspondence. Credit examinations are available to students who believe they have the competence required in a course, if the department chairperson agrees. See appropriate school bulletins for course descriptions. Also, some COAS TOPICS courses may be used toward completing the general-education requirement. See an advisor for course eligibility.
General-education credits require electives from the College of Arts and Sciences in the areas of Arts and Humanities, Natural and Mathematical Sciences, Social and Historical Studies, and Multicultural Studies. To determine which courses fulfill the approved distribution requirement, students must check descriptions of the courses in the College of Arts and Sciences Bulletin, while also using the School of Education Undergraduate Bulletin, and carefully choose the courses that meet the designations required for the license program being sought. A list of culture studies requirements and approved distribution courses can be viewed in the College of Arts and Sciences online bulletin: www.indiana.edu/~bulletin/iub/coas/index.html.
Content Fields (36-63 credits)—Anchor Program and A Community of Teachers (majors)
Credit hour requirements for majors are listed below. To be licensed, a student must have at least one major area.
The specific requirements in the various subject matter majors are given in detail below. A student may be exempted from some of the required subject matter courses if such courses, or their education equivalent, have been successfully completed on the high school level. In this case the student should substitute electives or an equivalent number of credit hours in the subject matter area.
Credit earned in general education may be used where applicable to meet the course requirements in any subject matter area.
Foreign Languages (36-39 Credits)
For program requirements see the program planning sheet for each area:
Chinese
French
German
Japanese
Latin
Russian
Spanish
Health Education
Journalism (JOUR) (36 credit hours) For program requirements (program planning sheet), see: Language Arts/English (37 credits)
For program requirements (program planning sheet), see: Mathematics (MATH) (42 credit hours)
For program requirements (program planning sheet), see:
Science (64-68 credits)
For program requirements (program planning sheet), see:
Social Studies (51-63 credits) Special Education/Community Of Teachers
Content Field Concentration (18-32 credits)
Additional concentration fields pending.
Art (32 credits)
Professional Education—A Community of Teachers
A highly individualized way to earn a secondary teaching license, A Community of Tachers (CoT) centers on an ongoing seminar that features intensive, hands-on work in one school. Students complete the program not by earning course credits, but by completing a portfolio of evidence of their ability as teachers. CoT is also open to students in the All School Settings Program seeking degrees in K-12 art, music, and physical education.
The Seminar
The Apprenticeship
The Portfolio
Return to Secondary Education Programs
All School Settings Education Program
The All School Settings programs in music education, physical education, and visual arts education lead to a Bachelor of Science degree in those select content fields. The School of Music and the School of Health, Physical Education, and Recreation offer the degree programs in those respective fields. These programs are currently under revision. Detailed information and advising about those particular programs is provided by those schools.
Successful completion of the Bachelor of Science in music education, physical education, and visual arts programs requires meeting both academic content and performance-based standards as assessed at different points by the respective schools and by state designated testing. The All-Grade education teacher license in Indiana mandates a content field; a target population at developmental levels of early and middle childhood, early and late adolescence and young adulthood; and multiple assignments in the school settings of kindergarten, elementary, middle school/junior high or high school grades 5-12.
The All School Settings program is divided into three main components. With the addition of electives, course work must total a minimum of 124 credit hours, as follows:
Courses used to satisfy general education requirements also may be applied to fulfill requirements for a subject matter specialty study. In such cases, the course may be used to meet all requirements to which it will apply, but the credit hours may be counted only once toward the total of 124 credit hours needed for a degree. With the exception of MATH M025 and M026, no course below the 100 level and no course with a "J" prefix in the College of Arts and Sciences may be used to meet the subject matter specialty study requirement.
1 Credits vary—see subject areas for the specific number of credit hours required for each subject.
Music Education
Physical Education
Visual Arts
For program requirements (program planning sheet), see:
Minors, Endorsements, and License Addition Programs
Minors/Endorsements
License Addition Programs
Computer Educator License Addition For program requirements (program planning sheet), see:
English as a Second Language License Addition
For program requirements (program planning sheet), see:
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