All-Grade Licensure Programs and Dual Programs
Students pursuing an all-grades license must be students in good standing in either HPER or Herron, and must meet both the degree requirements of the relevant school and the School of Education requirements for licensure.
General Education
Students must complete the program of General Education outlined by the relevant school (HPER or Herron).
Teaching Areas
Physical Education
Physical Education students pursuing a teaching license are encouraged to contact the School of Physical Education Tourism Management for a current list of requirements in the teaching area.
Visual Arts
Students wishing to become certified to teach in public schools may pursue either a Bachelor of Art Education or certification within the Master of Art Education at Herron. The Art Education Program of the Herron School of Art is offered in conjunction with the School of Education.
Students are encouraged to consult the Herron School of Art for more information.
Dual Licensure Programs
Students who wish to be licensed in an additional area can take designated course work to earn a dual license. These dual licensure programs are only available to students obtaining their initial teaching license or who currently hold a valid teaching license. The additional content area will be applicable to the developmental levels of the initial license. Programs are available at the graduate level for licensed teachers who seek to add other certification areas to their licenses.
Students apply to a dual program when completing the application to Teacher Education. However, some of the course work for certain programs may be completed prior to entering the Teacher Education program. See an advisor in the School of Education for details. A minimum GPA of 3.00 is required for each dual licensure area.
Students will student teach in their dual licensure area during the second student teaching experience. They will register for the appropriate 8 credit-hour practicum in place of one of the traditional student teaching experiences for their initial program. See an advisor in the School of Education for information.
English as a Second (new) Language Dual Program (15 additional credits outside the teacher education program)
The ESL dual program prepares a teacher to meet the needs of students who are learning to speak English in the school classroom or pull-out programs. Students must select ENL as the area of dual licensure when applying for admission to the Teacher Education Program (LT/TL) and must maintain an overall GPA of 3.00 or higher in this dual program. Students must take and pass the state licensure test for ENL. The license will be issued at the developmental levels of the students initial teaching license.
Prerequisites: Two semesters of high school or one semester of university-level foreign language study or experience required.
Part A: ENL Course Requirements must be taken in the following sequence:
- EDUC L441 Bilingual Education (summer/fall/spring) (3 cr.)
- ENG Z432 Second Language Acquisition (fall)(3 cr.) OR ENG Z205 Introducation to English Grammar (3 cr.)
- EDUC L403 Assessment Literacy for Cultural and Linguistic Diversity (spring) (3 cr.)
- EDUC X470 Psycholinguistics for Teachers of Reading (elementary major only) (fall/summer I) (3 cr.) OR EDUC X401 Critical Reading in the Content Areas (secondary majors only) (summer II) (3 cr.)
- L436 Methods and Material for ESL (summer II) (3 cr.)
Part B: Learning to Teach/Teaching to Learn Course Requirements
- EDUC E341/M307 Methods of Teaching Reading II (elementary only)(3 cr.) OR EDUC M469/M303 Content Area Literacy (secondary only) (3 cr.)
- EDUC M470 Student Teaching 8 weeks (8 cr.) (done only after all ESL courses have been completed - will replace the second student teaching expereince in the teacher education program)
Reading Dual Program (15 additional credits outside the teacher education program)
The holder of the reading minor is eligible to be a reading teacher at the level of the certification to which it is attached. Students must select reading as the area of dual licensure when applying for admission to the Teacher Education Program (LT/TL) and must mainatin an overall GPA of 3.00 or higher in this dual program. Students must pass all reading content tests required by the state for licensure.
Required courses-Elementary Majors
Part A: Advanced Literacy Course Requirements should be taken in the following sequence if possible:
- EDUC E449 Tradebooks in the Classroom (could be counted as literature elective for LT/TL) (3 cr.)
- EDUC L400 Instructional Issues in Language Education (prerequisite E449) (fall/spring)(3 cr.)
- EDUC L441 Bilingual Education: Introduction (fall/spring) (3 cr.)
- EDUC X470 Socio-psycholinguistics of Reading (fall/summer I) (3 cr.)
- Reading Elective (select one of the following courses) (3 cr.)
- EDUC F401 Integrating the Arts and Literacy (summer I) (3 cr.)
- EDUC F401 Variable Title Summer in the City Workshop (requires approval of literacy faculty member or advisor) (summer I or II) (3 cr.)
- EDUC L436 Methods and Materials for Teaching ESL (prerequisite L441) (spring) (3 cr.)
- EDUC X400 - Diagnostic Teaching of Reading in Classroom (summer I) (3 cr.)
- EDUC X401 - Critical Reading in Content Areas (summer II) (3 cr.)
Part B: Learning to Teach/Teaching to Learn Course Requirements
- EDUC E340 Methods of Teaching Reading I (Block II)(3 cr.)
- EDU M305 Field Experience (Block II) (1 cr.)
- EDUC E341 Methods of Teaching Reading II (Block III) (3 cr.)
- EDUC M307 Field Experience (BLock III) (1 cr.)
- EDUC X425 Student Teaching in Reading (Block IV) (8 cr.)
Required courses-Secondary Majors
Part A: Advanced Literacy Course Requirments should be taken in the following sequence if possible:
- EDUC L400 Instructional Issues in Language Education (spring) (3 cr.)
- EDUC X401 Critical Reading in the Content Area (summer II) (3 cr.)
- EDUC X470 Socio-psycholinguistics of Reading (fall/summer I) (3 cr.)
- EDUC X400 Working with Learner Literacy Difficulties (summer I)(3 cr.)
- EDUC X460 Adolescent/Young Adult Literature (fall/spring/summer)(3 cr.)
Part B: Learning to Teach/Teaching to Learn Course Requirments
- EDUC M469 - Content Area Literacy (Block I) (3 cr.)
- EDUC X425 - Student Teaching in Reading (Block IV) (8 cr.)
Special Education Dual Program (Mild Intervention) - (18 additional credits outside the teacher education program)
Students will be licensed in developmental areas based on their initial program. Students must enroll in either the full-time or part-time Learning to Teach/Teaching to Learn program. The program is designed to enable students to complete field experiences as part of their elementary or secondary education program. Special education seminars are offered one evening each week and twice a week in the summer so they do not conflict with the block courses. Students are required to take one of the following 3 credit seminars each semester while completing this program:
This undergraduate program offers licensure in both general education (elementary or secondary) and special education certification in Mild Intervention. Mild Intervention certification replaces licensure in the areas of learning disabilities, mild cognitive disabilities, and emotional disabilities in the state of Indiana. This program is not available for all-grade majors. Students must select special education as the area of dual licensure when applying for admission to the Teacher Education Program (LT/TL) and must maintain an overall GPA of 3.00 or higher in this dual program. Students must pass all state required licensure tests for special education to obtain a special education license.
Required courses:- Seminar 1: EDUC K448 Families School and Society (3 cr.)
- Seminar 2: EDUC K453 Classroom Management and Behavior Support (3 cr.)
- Seminar 3: EDUC K465 Collaboration and Consultation (3 cr.)
- Seminar 4: EDUC K420 Assistive Technology (3 cr.)
- Seminar 5: EDUC K426 Assessment and Instruction I (3 cr.)
- Seminar 6: EDUC K441Transition Across the Lifespan (3 cr.)
- Practicum: EDUC M470 Student Teaching for Special Education (8 cr.) (Taken during student teaching semester in place of the second experience)