Pictured :: Elisia Grim :: Elementary Education :: Bremen, Indiana (hometown)

Accreditation, Standards, and Critical Checkpoints

Accreditation

The School of Education was granted continuing accreditation by the National Council for Accreditation of Teacher Education (NCATE) and the Indiana Department of Education Division of Professional Standards through 2019.

Conceptual Framework

The members of the faculty and staff in the School of Education have a commitment to preparing future teachers who are classroom leaders. These teachers are competent professionals, display ethical dispositions, and engage in reflective practice. Further, we are committed to preparing educators who can teach learners from diverse backgrounds and who can use technology to enhance instruction and support student learning. These values are the foundation for the School of Education’s conceptual framework, which serves as a guide for all program decisions. The following sections summarize the conceptual framework for the School of Education. The term candidate is used to refer to IU South Bend School of Education students. The term student(s) refers to children and youth in P–12 grade levels.

Competent Professionals

Graduates from IU South Bend education degree programs are well versed in the knowledge of the subject matter and how to teach that subject matter to diverse learners. Education candidates have extensive knowledge of learners, instructional pedagogy, diversity, and technology. IU South Bend education candidates know how to apply this knowledge in educational settings.

Ethical Dispositions

Graduates from IU South Bend teacher education programs are caring and ethical teachers able to support learning and development in all students. Education candidates must demonstrate their commitment to attaining excellence in teaching and learning. Through their performance in the university classroom and in the field, all education candidates demonstrate their ability to be collaborative, caring professionals dedicated to meeting the needs of diverse learners. A specific list of dispositions is included in our conceptual framework.

Reflective Practice

All candidates in the School of Education are reflective practitioners and decision makers able to analyze and grow from their individual professional experience throughout their careers. Education candidates develop habits of reflection as they proceed through their teacher education programs.

Commitment to Diversity

Teachers prepared at IU South Bend are able to support learning for all students. Our graduates have the knowledge, disposition, and skills necessary to meet the needs of students in today’s diverse classrooms.

Leadership

Leadership is the newest theme in our conceptual framework. For candidates, leadership is demonstrated through attending class regularly, meeting deadlines, and being a reliable and respectful class participant. As candidates progress through the program, they begin to self-assess strengths and weaknesses in order to set goals for improvement. They take greater responsibility for student learning and incorporate instructive feedback into their field experience and class assignments. By the end of the program, they willingly collaborate with peers and professionals in the school setting with the realization that they can be models for students and other educators.

Commitment to the Integration of Technology

Teachers prepared at IU South Bend have the knowledge, dispositions, and skills necessary to effectively use technology to help all students learn. Education candidates are expected to incorporate technology throughout their coursework and clinical experiences in order to facilitate student learning.

Standards

Programs in the School of Education are aligned with a variety of national and state standards. Candidates must demonstrate that they have the knowledge, skills, and dispositions associated with appropriate standards related to their major.

Monitoring of Candidate Progress toward Meeting Standards at Critical Checkpoints

In addition to reviewing grades and cumulative grade point averages, candidate progress is monitored carefully at three critical checkpoints. At these checkpoints candidates are required to submit designated artifacts, aligned with state and national standards, in an Oncourse pseudo course. These artifacts are reviewed by faculty to determine if the candidate is meeting the standards or making progress toward meeting the standards. If the artifact provides evidence that the candidate is meeting the standards a grade of S is assigned for the pseudo course. If the artifact does not meet the standards, the candidate is contacted and a remedial plan is developed. In such cases, the candidate may receive a grade of R, or I. If after participation in the remedial plan, the candidate’s artifacts still do not provide evidence of meeting standards or making progress toward meeting standards, a grade of F is assigned for the pseudo course.

Additional information about required artifacts is given to candidates in classes taken at the three critical checkpoints. The three critical checkpoints are listed below.

Checkpoint One—Admission into Teacher Education Program (TEP)

Candidates are administratively enrolled in a pseudo course when they are enrolled in one of the following classes:

• EDUC-M 310 General Methods
• EDUC-M 311 Methodology for Kindergarten/Elementary Teachers
• EDUC-M 314 General Methods for Senior High–Junior High/Middle School Teachers

Candidates must complete specific courses according to major, pass all three sections of Praxis I® (prior to August 31, 2013) or CASA tests, or meet minimum passing scores on alternate assessments, have a 2.75 CGPA, demonstrate professional dispositions as measured in the following classes:

• EDUC-F 201 Exploring the Personal Demands of Teaching: Laboratory Experience (2 cr.)
• EDUC-F 202 Exploring the Personal Demands of Teaching: Field Experience (1 cr.)

In addition, they must also submit other artifacts at this checkpoint. If candidates successfully complete the Checkpoint One requirements, they are admitted into the Teacher Education Program. Candidates who do not successfully complete Checkpoint One will be advised about a remedial plan.

All required courses must be completed with grades of C or better in order to be admitted to the Teacher Education Program. Courses vary according to major.

Admission to TEP: Elementary Education Majors

Elementary education majors must complete the following foundations courses prior to admission to the TEP and prior to taking other foundations courses. Candidates must also pass all sections of Praxis I® (prior to August 31, 2013) or CASA tests, or meet scores using alternate assessments.

Completion of the following courses with a grade of C or higher.

• EDUC-K 205 Introduction to Exceptional Children
• EDUC-P 250 General Educational Psychology
• EDUC-Q 200 Introduction to Scientific Inquiry
• EDUC-W 200 Using Computers in Education

After the above courses are completed and passing Praxis I® (prior to August 31, 2013) or CASA tests, scores are submitted, elementary majors must complete these additional foundations courses with a grade of C or better in order to be admitted into the TEP.

• EDUC-H 340 Education and American Culture
• EDUC-M 311 Methodology for Kindergarten/Elementary Teachers
• EDUC-R 301 Audiovisual-Production of Materials
• EDUC-F 201 Exploring the Personal Demands of Teaching: Laboratory Experience (2 cr.)
• EDUC-F 202 Exploring the Personal Demands of Teaching: Field Experience (1 cr.)
• EDUC-W 310 Integrating Technology K-12

Elementary education majors must also complete the following courses and earn a grade of C or better prior to admission into the TEP. These do not need to be taken in any particular order except if prerequisites are required.

• BIOL-T 100 Biology for Elementary Teachers
• ENG-G 205 Introduction to the English Language :: If entering the elementary education program Fall 2013, ENG-G205 is not required for checkpoint I.
• MATH-T 101 Mathematics for Elementary Teachers 1
• MATH-T 102 Mathematics for Elementary Teachers 2

Admission to TEP: Secondary Majors

Secondary education majors must complete the following foundations courses prior to admission to the Teacher Education Program and prior to taking other foundations courses. Candidates must also pass all sections of Praxis I® (prior to August 31, 2013) or CASA tests.

Completion of the following courses with a grade of C or higher:

• EDUC-P 250 General Educational Psychology
• EDUC-W 200 Using Computers in Education

After the above courses are completed and passing Praxis I® scores (prior to August 2013) or CASA scores are submitted or meet minimum passing scores on alternate assessments, secondary majors must complete these additional foundations courses with a grade of C or better in order to be admitted into the TEP.

• EDUC-F 201 Exploring the Personal Demands of Teaching: Laboratory Experience (2 cr.)
• EDUC-F 202 Exploring the Personal Demands of Teaching: Field Experience (1 cr.)
• EDUC-H 340 Education and American Culture
• EDUC-M 314 General Methods for Senior High/Junior High/Middle School Teachers
• EDUC-W 310 Integrating Technology K-12

Admission to TEP: Special Education Majors

Special education majors must complete the following foundation courses prior to admission to the TEP and prior to taking other foundations courses. Candidates must also pass all sections of PRAXIS I® (prior to August 31, 2013) or CASA subtests, or meet minimum passing scores on alternative assessments.

Complete of the following Foundation I courses with a grade of C or higher:

• EDUC-F 100 Introduction to Teaching (1 cr.)
• EDUC-K 205 Introduction to Exceptional Children
• EDUC-P 250 General Educational Psychology
• EDUC-Q 200 Introduction to Scientific Inquiry
• EDUC-W 200 Using Computers in Education (can take section for elementary or secondary education)

After completing the Foundations I courses and submitting PRAXIS I® (prior August 2013) or CASA test scores or alternative assessment scores, special education majors must complete Foundations II courses with a grade of C or better before enrolling in Block courses.

• EDUC-F 201 Exploring the Personal Demands of Teaching: Laboratory Experience (2 cr.)
• EDUC-F 202 Exploring the Personal Demands of Teaching: Laboratory Experience (1 cr.)
• EDUC-H 340 Education and American Culture
• EDUC-K 300 Developmental Characteristics of Exceptional Individuals
• EDUC-M 310 General Methods
• EDUC-W 310 Integrating Technology K-12

Checkpoint Two—Prior to Student Teaching

Elementary education majors :: Candidates who are elementary majors are administratively enrolled in a pseudo course while taking Block III classes. They should take Block III classes the semester before student teaching. Candidates will be informed in Block II classes about the requirements for successful completion of Checkpoint Two.

Special education majors :: Candidates who are completing special education coursework will be administratively enrolled in a Checkpoint Two pseudo course during the semester they register for EDUC-K 402 Internship in Instructional Techniques for the Mildly Disabled.

Candidates will be informed in Block II classes about the requirements for successful completion of Checkpoint Two.

Secondary education majors :: Candidates who are secondary majors will be administratively enrolled in a Checkpoint Two pseudo course when they take any of the following classes:

• EDUC-M 441 Methods of Teaching Senior High–Junior High/Middle School Social Studies
• EDUC-M 445 Methods of Teaching Foreign Languages
• EDUC-M 446 Methods of Teaching Senior High–Junior High/Middle School Science
• EDUC-M 452 Methods of Teaching Senior High–Junior High/Middle School English
• EDUC-M 457 Methods of Teaching Senior High–Junior High/Middle School Mathematics

Secondary education majors must pass all Praxis II® ore new PEARSON examinations and complete all other Checkpoint Two requirements before they will be able to student teach. Candidates will be informed in Block II classes about the requirements for successful completion of Checkpoint Two.

Checkpoint Three—All Majors—at the End of Student Teaching, Prior to Licensure and Graduation

All candidates are enrolled in a Checkpoint Three pseudo course during the student teaching semester. Candidates must successfully complete all Checkpoint Three requirements in order to graduate and be licensed.