Student Services Office
Hillside Hall 0029
Phone: (812) 941-2386
Fax: (812) 941-2175

Faculty
General Information
Philosophy
Theme
Mission
Conceptual Framework
Beliefs
Goals
Dispositions
Unit Performance Assessment

Faculty

Professors
K. Bailey, deGraaf, Jamski, Morganett, Ridout, Shea, Smead, Wall

Associate Professors
Fields, Murray (Dean), Nunnelley, Ryan, Squires, Thompson

Assistant Professors
Babione, Carnahan, Fankhauser, Herdoiza-Estevez, Hollenbeck, Lewellen, Pinkston

Lecturers
Bowles, Brewer, Harshfield, Hottman, Jackson, Simms, Whitaker

Adjunct Lecturers
B. Bailey, Beard, Broadway, Burton, Carter, Chinn, Collins, Conder, Davis, Farris, Ford, Geswein, Gordon, Hampton, Harshfield, Hoskins, Hott, Howard, Hunt, Hutson, J. Jones, L. Jones, Just, Kaczmarek, Kelly, Kendrick, Klemens, Lane, Lock, Losey, Marsh, McNames, Meredith, Murphy, Nauman, Page, Parr, Roberson, Ryall, Sauer, Schooler, South, Stiller, Wayne

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General Information

Education programs offered by Indiana University Southeast are approved by the Indiana Professional Standards Board and the National Council for Accreditation in Teacher Education. These programs may meet licensing requirements of other states, including Kentucky, through cooperative and reciprocal agreements. Questions about licensing requirements in specific states should be directed to the school licensing advisors in the Student Services Office.

The Student Services Office is responsible for teacher licensure; field placement, i.e., student teaching and other practicum experiences; elementary, secondary, and graduate program advising; and employment information. Students with questions regarding the aforementioned areas should see an advisor in the Students Services Office. It is important to note that the Student Services Office at IUS works within the framework of the Bureau of Educational Placement in Bloomington. During the senior year, IUS students may secure an application from the School of Education Student Services Office and register for this service.

Students entering programs leading to state licensure after June 2002 will be required to meet new curricular requirements aligned with the new licensure patterns adopted by the Indiana Professional Standards Board.

The following students should follow program requirements listed in this bulletin: (1) students who enrolled at IUS for the first time in the 2003 fall semester or thereafter either as beginning students or as transfer students, and (2) students who enrolled at IUS before the 2003 fall semester but were not enrolled at an IU campus for a period of 12 months or more. Individuals entering any program, either as beginning students or as transfer students from any college, should contact a faculty advisor to remain informed of changes in the programs.

The School of Education offers three undergraduate programs leading to the B.S. in Education: (1) elementary education, (2) secondary education, and (3) special education. Students should consult with a faculty member who serves as an advisor in the specific program of interest. Students interested in simultaneous enrollment in two of these programs (double or dual majors) must consult with advisors in both.

Still another undergraduate program offered by the School of Education is the A.S. in Recreational Leadership.

Graduate programs are offered leading to the M.S. in Education. Three majors are available: (1) elementary education, (2) secondary education, and (3) counseling. Courses leading to school administration and supervision licensing are available.

The following School of Education members serve as advisors for their areas:

Undergraduate

Elementary Education: Ryan (Program Coordinator), Bowles, deGraaf, Herdoíza-Estévez, Nunnelley, Ridout, Squires, Thompson, and Wall

Secondary Education: Morganett (Program Coordinator)
  Language Arts, Bailey (Advisor)
  Mathematics, Jamski (Advisor)
  Science, Hollenbeck (Advisor)
  Social Studies, Morganett (Advisor)

Special Education: Shea (Program Coordinator), Jackson

Recreational Leadership: Clements, Riehl (Advisors)

Graduate

Graduate Studies: Babione (Program Coordinator)

Counseling: Fields (Program Coordinator), Smead

Educational Leadership: (Program Coordinator), Hottman, Whitaker

Transition to Teaching: Simms

School Services

Elementary Undergraduate and Graduate Programs; Elementary Licensing/Field Placement: Riehl (Coordinator)

Secondary Undergraduate and Graduate Programs; Secondary Licensing/Field Placement: Clements (Coordinator)

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Philosophy

Programs offered by the School of Education have been developed under a number of assumptions about the role of educators, the nature of learning, and the most effective approaches to teacher education. A teacher's formal role encompasses many aspects, including being a facilitator of learning, a provider of materials and resources, a dispenser of information, and an evaluator of performance. Teachers also perform several less formal functions, including those of counselor, friend, and confidant, often all in the same day.

With these functions in mind, the School of Education has developed the following theme, mission, beliefs, goals, and dispositions.

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Theme

Educators Engaged in Growth

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Mission

The mission of the IUS School of Education is to develop high-quality, caring professionals who will stimulate the continuous renewal of schools within a multicultural society.

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Conceptual Framework

The conceptual framework articulates our professional commitment to knowledge, professional practices, teaching competence, and student learning. It establishes a benchmark for high-quality, challenging, and innovative programs and ensures coherence among curricula, instruction, field experiences, clinical practice, and assessment across a candidate's program. The conceptual framework outlines four themes that embody the unit's beliefs, goals, and dispositions. The themes are High-Quality Educators, Caring Professionals, Continuous Renewal of Schools, and Multicultural Society.

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Beliefs

The faculty and staff of the School of Education at IUS affirm the beliefs that graduates from IUS programs have the knowledge, skills and dispositions to:

• play a lead role in promoting success and positive change in themselves and others.
• use effective methods to meet diverse educational goals.
• create and manage safe and effective educational environments.
• make decisions and validate progress toward educational goals using appropriate data.
• achieve educational goals identified by state and national professional standards.
• utilize contemporary educational technology effectively.
• value and be responsive to diversity among students and within society.
• collaborate with students, faculty and administrators to create caring learning communities.
• infuse their practices with a broad knowledge of the arts, sciences, and humanities; a strong knowledge of educational theory and practice, and an in-depth knowledge in a specific field of preparation.
• incorporate the concerns and resources of the local community into their professional goals and practices.
• engage in continuous improvement and professional growth by setting goals and reflecting upon their progress toward achieving those goals.
• encourage, support and mentor the professional development activities of candidates and practitioners in the field.
• utilize critical thinking, creative thinking, and problem-solving skills.
• meet the needs of all students in a developmentally appropriate manner.
• display the positive behaviors and dispositions that are expected by the professional community.
• communicate effectively with students, parents, other professionals, and members of the community.
• project a coherent vision of education as a personal and professional activity.
• participate in professional organizations related to their educational roles.

Goals

The goals of the School of Education at IUS follow from its mission and the beliefs of its faculty and staff. Our goals for all programs are to educate practitioners who:

• value and respond appropriately to diversity and to the needs of all students and promote educational success and positive personal change in themselves and others.
• use effective methods, including contemporary educational technology, and appropriate data, to achieve diverse educational goals aligned with professional standards and make decisions based on data and information.
• create safe and effective learning environments aligned with the concerns, needs, and resources of individual students, their families, the school, and the community.
• demonstrate mastery of subject content, appropriate professional practices, and the processes of critical thinking, creative thinking, and problem solving.
• engage in continuous self-improvement and professional growth, support the professional development of others, and display positive professional behaviors and dispositions for effective practice.
• communicate effectively with students, their families, other professionals, and the community and project a coherent vision of education as a personal and professional activity.

Dispositions

Students and faculty in an IUS program in the School of Education are expected to . . .

. . . respect the accepted legal and ethical norms and values of education. Examples of associated behaviors include, but are not limited to:

• maintaining confidentiality of student records, parent communications, and private professional communications.
• using language free of profanity and derogatory statements toward any individual or groups.
• knowing and complying with legal requirements of the education profession.
• adhering to high standards of truthfulness and honesty.
• showing respect for the ethical and moral values and concerns of the school, students, and community.

• willingly and actively participating in group assignments, projects or activities.
• contributing positively and equitably to projects involving others.
• seeking membership on collaborative projects.
• leading projects or activities in a fair and equitable manner.
• facilitating the functioning of all group members in a shared project.
• designing and using collaborative activities and assessments.

• being sensitive to the varying needs and dispositions of others.
• accepting and adapting to differences in learning styles and individual capabilities.
• facilitating learning by those with disabilities or with exceptional capabilities.
• examining diverse values, languages, and traditions in a respectful manner.
• giving thoughtful consideration to alternative and contradictory opinions.

• being present and punctual for professional activities and assigned duties.
• being prepared for professional engagements.
• completing assigned work on time.
• showing leadership, self-respect, and a willingness to take responsibility.
• fostering a sense of self-respect and self-control in others.
• respecting the intellectual property of others.
• maintaining the confidentiality of private records and meetings.

• adopting contemporary modes of practice based on research and demonstrated best practices of the profession.
• maintaining an analytical openness to new ideas expressed in the professional literature.
• reading and learning continuously from the professional literature and professional development activities.
• participating regularly and enthusiastically in professional development activities.

• expressing positive attitudes and a commitment to quality education.
• seeking opportunities to build positive relationships with others in the profession.
• participating in the meetings and activities of local, state, and national professional associations and organizations.
• pursuing personal goals for professional development.
• exhibiting care for quality in the preparation and implementation of educational activities.
• being energetic and proactive in professional activities.
• listening and responding to others with enthusiasm and care.
• exhibiting positive leadership in professional activity.

• using data-based assessments to improve practice.
• engaging in action research to test and evaluate new ideas and recommendations.
• sharing the results of research with others.
• collecting data to understand a situation before taking or recommending action.
• ensuring that all problems are addressed with due process for all.
• listening to children and families to ensure that their ideas and opinions are considered.

• engaging in meaningful continuous reflective self-assessment and showing such assessment leads to plans for change.
• demonstrating positive changes in educational practices or personal behaviors over time.
• responding analytically and proactively to assessments by supervisors or others and making changes to address legitimate concerns.
• actively seeking ways to solicit feedback for purposes of making quality improvements in practice.

Unit Performance Assessment

Recognizing the importance of an organized and ongoing assessment of student achievement and program improvement, the School of Education has developed a unit assessment system. Knowledge, skills, and dispositions expected of graduates have been identified and are assessed at certain decision points in each program. Assessment allows the School of Education to make improvements in program structures, course content, and pedagogy. Our assessment system also provides individual students with periodic indications of their performance relative to objectives and allows the school to evauate the competence of its graduates.

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