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Candidate Handbook
Table of Contents
(click on contents item to jump to a section)
I.
PHILOSOPHY, GOALS
AND PURPOSES
The Education Department offers programs leading to teacher licensing in the elementary,
middle, and high schools. Elementary education majors may
add special education and middle school content areas to
their licenses. Candidates seeking a
secondary or an all-grade license must major in an academic area. Preparation
for teaching includes a broad introduction to the liberal arts and
professional preparation courses. The programs in teacher
education include a planned sequence of courses, a series of field experiences, and
student teaching during the senior year.
The goal of the Education Department is to develop teachers who are
Effective Stewards.
Stewardship is a biblical concept that fits well not only with the mission of the
institution but also with our mandate from the state of Indiana to prepare
candidates for
the teaching profession. The biblical parable of the talents (Mattthew 25)
portrays stewards as individuals who are assigned responsibility for the
growth and development of someone else's assets. The state of Indiana will
give graduates of our teacher preparation programs responsibility for the
growth and development of one of its most precious assets--its students. Based on this goal of developing
Effective Stewards for our
schools, the Education Department has developed nine goals for
teacher candidates who complete our
programs.
Teacher education graduates of Huntington
University will:
-
Understand the concept of biblical stewardship.
-
Acquire a broad liberal arts education as a foundation for their development as
professionals.
-
Be thoroughly grounded in the content of the curriculum that they will be responsible
for as educators.
-
Realize the importance of professional training for educators.
-
Understand the developmental context in which students learn, addressing various forms of
developmental stages, including physical, cognitive, and psychosocial.
-
View the diverse population of
students in our schools as a positive factor,
which requires special training and sensitivity.
-
Approach management of the
classroom environment with confidence, skill, and professional
dispositions.
-
Be able to deal effectively with constituencies outside the classroom, e.g., parents,
administrators, bargaining units, legal constraints, etc.
-
Apply instructional skills in a manner that best facilitates the learning of
students.
These nine goals for graduates of our teacher education
programs are the basis of our conceptual framework, "Teacher As
Effective Steward." We see teachers acting as stewards in four areas.
Conceptual Framework:
Teacher As Effective Steward
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one-page description of our conceptual
framework>>>
1. As
Stewards of Knowledge teachers are responsible to society, the
culture at large, and to God to help all students learn skills and concepts
from the huge body of current knowledge. Candidates in
teacher preparation programs must have a strong knowledge base in three
areas: general education/liberal arts, specific content areas (including the
knowledge specified by state content area standards), and
professional/pedagogical knowledge (including pedagogical knowledge
specified in state developmental standards and
INTASC Principles). In the University’s extensive general studies
program, candidates gain a strong introduction to the humanities, the social
sciences, and the natural sciences. Candidates become life-long learners who
cherish and respect the value of liberal knowledge and human diversity. The
academic disciplines provide candidates with a thorough preparation in their
content areas and a focal point around which they can synthesize knowledge
acquired in the general studies program. In the area of professional
studies, candidates gain theoretical and practical knowledge that enables
them to deal effectively with the myriad of tasks, constituencies,
diversities, information, and technologies that today's teachers must
manage.
2.
As
Stewards of Learner Development teachers have responsibility to
parents, students, and the public to guide learners in their intellectual,
social, emotional, and moral development. Learner diversity requires broad
exposure for teacher candidates to differentiated instruction, multicultural
teaching, and knowledge of cultures, gender, economic status, and learning
styles. It is important for teachers to teach in ways that maximize each
student's potential and minimize influences which limit or distort learning
potential. Effective teachers exhibit professional dispositions toward all
learners, identify learner strengths and weaknesses, and develop
instructional and assessment techniques to support learner progress. They
are able to use approaches which strengthen student initiative and
self-responsibility. In addition, teachers develop techniques which
encourage student interaction, success, and self-worth. Finally, they
address and capitalize on classroom diversities such as ethnicity, class,
exceptionalities, and learning styles.
3. As
Stewards of Learning Environments teachers have a responsibility to
administrators, parents, and the community to provide the best possible
conditions for student learning. Effective teachers provide an environment
conducive to maximum productivity for both learner and teacher. Teachers
must use available elements including space, materials, facilities, time and
people to insure specific learning tasks are accomplished. In addition,
teachers must create an atmosphere which promotes feelings of safety and
encourages productive interaction. This requires teachers to develop and
implement structures to provide discipline and promote positive learner
behavior. Teachers must also develop and use techniques which focus and
hold learner attention and make the most of learner differences. Beyond the
classroom, teachers must establish strong bonds within the school and
community. Teachers must be equipped to communicate with various audiences,
including parents, peers, and other professionals.
4. As
Stewards of Instruction teachers have a responsibility to
the various academic disciplines to teach them with integrity and
thoroughness in the most effective ways possible for all
learners. Planning, managing, and delivering
instruction are obvious
ways in which stewardship is manifested in the classroom. Teaching requires
effective planning that relates content to the specific needs, abilities,
and diversity characteristics of the learners. This requires that teachers
help learners think critically and see both the nature and application of
knowledge. Effective instruction involves efficient management of classroom
interactions, learning technologies, and varied assessments of student
learning. Through an understanding of research and practice related to
instruction, candidates are better able to become effective stewards of
instruction.
In addition to assisting candidates in their formation of a worldview we also desire to
assist candidates in the development of their own personal philosophy of education as part
of their conceptual development. We realize that the global metaphor that we have
developed for our program (Teacher as Effective Steward) needs to be intertwined with a
personal philosophy of teaching that will be unique to each one of our
candidates. This
personal philosophy in conjunction with the
department's metaphor allows the teacher candidate to have a clear vision of the role and function of schooling in society,
the role of the teacher in the schools, and what it means for
someone to be
an Effective Steward in the environment of the public schools.
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II.
GOVERNANCE
Teacher education programs at Huntington
University are governed by the existing committee
and divisional structure of the University. The Education Department
is a part of the Division of Education, Physical Education, Exercise Science
and Recreation Management. The Education Department is responsible for developing curriculum and
policies related to teacher education. The Teacher Education Professional Advisory Council
(TEPAC) makes recommendations to the department regarding the pre-service
preparation of teachers. The Teacher Education Committee makes final decisions
on admission of candidates to the education program and advises the Education
Department on any policies, curriculum changes, program issues, or other
matters on which the department seeks the perspective of candidates, licensing
adviser, administration, or liberal arts faculty. In addition,
the Division must grant approval for
new courses and new programs. Policies and programs
that have met Teacher Education Committee and division approval must then be approved by
the Academic Concerns Committee (ACC). Major changes to policy and curriculum are also
subject to approval by the Faculty of the University. The Faculty of the
University are
supervised by the Vice-President and Dean of the University, who reports to the President, who
reports to the Board of Trustees.
III. ADMISSION, RETENTION, AND DISMISSAL OF
CANDIDATES
The
Education Department recruits candidates who exhibit potential for
professional success in teaching. Individuals from diverse economic, racial,
and cultural backgrounds are encouraged to apply for admission to teacher
education programs.
Applicants
to teacher education programs must meet special requirements to be admitted.
These requirements provide a sound sequence of courses, a timetable for
completion of the licensing requirements, and a realistic sense a
candidate’s potential for professional development and teaching.
Candidates
who wish to be admitted to the teacher education program are advised to
explore education careers early in their University program by enrolling in the
Introduction to Education course (ED 212). As a part of that course
candidates are informed of the procedures and requirements for admission to
the teacher education program. Individualized admissions counseling is
available for transfer candidates.
Requirements for Admission:
-
Minimum GPA: 2.5 cumulative GPA with at least a 2.5 in the
major area as well. The
major area includes required
courses in the education major, and for
secondary education majors, it also includes all required content area
courses.
-
Basic skills: Candidates must obtain the state-required licensing score on each of the three Pre-Professional Skills Test (PPST) components of the Praxis I series or CBT
(Computer Based Testing). PPST required scores are:
Reading, 176;
Writing, 172; and Math, 175.
-
Dispositions: Candidates who wish to be admitted must exhibit qualities of personal
character, integrity, high moral conduct, and possess positive personality traits.
Evidence of these qualities will be demonstrated by candidate responses on the application
forms, by responses in the candidate interview with members of the Teacher Education
Committee, and by completion of recommendation forms from two of the following:
(1) the
candidate's adviser, (2)
the candidate's resident director or other appropriate member of the
Student Development staff, or (3)
a faculty member who knows the candidate well.
Procedures and Typical Time-Table for
Admission to Teacher Education Programs:
-
Prior to the spring semester of the sophomore year the
candidate must take the PPST.
-
An application for admission to the teacher education program is submitted to the
Education Department during the fall semester of the sophomore year.
Candidates enrolled in ED212 or ED236 will be given an application packet. If a
candidate is not enrolled in ED212 or ED236 during the fall semester of the sophomore year, he or she must pick up an application
packet in the education office.
-
Candidates complete the application form and return it and two completed reference forms
to the Education office.
-
The education department secretary calculates the
candidate's major GPA.
-
Each candidate is interviewed by two members of the Teacher Education Committee.
-
The Teacher Education Committee reviews all documents regarding the candidate and then
makes a decision to either accept, reject or defer.
(a) Admission is granted when all criteria are adequately met; a majority
vote by the Teacher Education Committee is required for acceptance.
(b) Admission may be deferred when an area is not adequately met or when deficiencies are
identified and the Teacher Education Committee is confident that the
applicant will be able to remedy the deficiency in one semester.. Candidates cannot be fully admitted until deficiencies are corrected.
A candidate should be admitted to the program at least one year prior to
student teaching, and a candidate on deferred status will not be placed
for student teaching. A timely student teaching placement cannot
be guaranteed for candidates who are admitted late into the program.
(c) Admission is denied when deficiencies are great enough that it does not appear that a
candidate can reasonably make the necessary improvements within a single semester. In the
event that a rejection decision is made, the candidate will receive written notice of the
deficiencies and will be offered career counseling to reorient the
candidate to a different
University program or suggestions of how the deficiencies can be addressed.
Candidates who have
been denied admittance may re-apply when they have addressed the deficiencies. A
candidate
may appeal the committee decision by appearing before the entire Teacher
Education Committee to provide
evidence in support of his/her application. Final appeal may be made to the Academic
Concerns Committee.
(d) Readmission: Candidates who do not take courses for two or more semesters or who cancel
their student teaching will need to reapply to the program with new recommendations and
another interview.
Information About the Pre-Professional
Skills Test:
The PPST (Praxis I) was developed by Educational Testing Service (ETS) to assess basic
proficiency in communication and computation. The skills tested include the ability to
understand, analyze and evaluate written message, solve mathematical problems, and write
effectively. The test is divided into three sub-tests: Reading, Mathematics and Writing:
Reading: This sub-test measures
the ability to understand, analyze, and evaluate written material. It consists of long
passages, short passages, and statements to be read, each followed by multiple choice
questions about the information presented.
Mathematics: This sub-test measures
mathematical competencies, including knowledge broadly acquired in elementary and high
school.
Writing: The multiple choice part of this sub-test is intended to measure the
ability to use standard written English. Examinees are asked to detect errors or choose
the best way to write or phrase sentences. The essay part of this sub-test requires each
examinee to write an essay on a given topic. The topic is the same for everyone on a given
test date and does not require any specialized knowledge on the topic.
Candidates who do not achieve an acceptable score on each of the three sub-tests may
re-take one or more of the tests at a subsequent test date. Candidates may re-take a
sub-test as many times as they choose; however, a test may
be taken only once per calendar month. It is wise to begin taking the PPST as early as
possible so that in case of failure a candidate will have adequate time for
retaking the test(s).
Candidates who have not passed the PPST cannot be admitted to the program,
enrolled in junior-level methods courses, or placed for student teaching.
Candidates who have scored less than 450 on either the mathematics or verbal sections of
the SAT are advised to study for the PPST. Practice tests and study guides are
available at the Learning Center. Tutors in the Learning Center
may also set up a program of study to help candidates prepare for the tests.
The PPST tests are available as computer-based tests (CBT), which
candidates may take
at any CBT testing center listed in the Praxis Series Registration Bulletin. Registration
materials for all Praxis series tests (PPST, CBT, and Specialty Area) are available in the
Education Department office.
Transfer and Post-Baccalaureate
Candidates:
University policies regarding transfer candidates are detailed in the
University
Catalog. Individuals who
wish to complete student teaching at Huntington University must meet the following criteria:
1. Candidates must meet criteria for admission to a teacher education program
and student teaching.
2. Additionally, elementary education majors must complete at least one semester of the
junior
block field experience. Secondary candidates must complete at least six hours of education
coursework, including ED 410 and ED 395, at Huntington University, prior to placement for
student teaching.
3. Huntington University also offers a Transition to Teaching
program for career-changing University graduates. The program allows adults
already holding a bachelors degree in a related area to take the education
courses necessary to be licensed at the initial level.
4. The Master of Education program is designed for working teachers, who are
already licensed. This program is geared toward professional development
of practicing teachers and helps with their license renewals.
Admission to Student Teaching:
Candidates must make application to student teach during
the academic year prior to their
student teaching placement.
Candidates not yet admitted the teacher education program cannot apply to
student teach. Candidates must be in good standing
with Huntington University, have maintained all teacher education admission standards, have
submitted an application form for admission to student teaching, and have successfully
completed required field experiences. Candidates may expect the process of finding an
appropriate placement to take at least one semester. All applications are reviewed by the
Director of Clinical Experiences to verify compliance with admissions criteria relevant to
student teaching. The Director of Clinical Experiences will report
candidates no longer in
good standing to the Director of Teacher Education, and such
candidates will not be placed
for student teaching. A candidate no longer in good standing will receive written rationale
from the Director of Teacher Education.
Retention:
Candidates who have been admitted to a teacher licensing program must maintain
good standing with Huntington University and with the Education Department.
Candidates must maintain an overall GPA of 2.5 and must maintain a 2.5 GPA
within their major and professional education courses, and must
exhibit professional dispositions in all coursework and field experiences.
Candidates must successfully complete the criteria for each checkpoint in the
Unit Assessment System (see Program Checkpoints
below).
Monitoring
Candidate Progress:
Transcripts of all individuals who have been admitted to teacher education programs are
obtained from the Registrar's Office each semester. The Education Department secretary
checks each candidate's cumulative GPA, computes the major (licensing area) GPA, and checks the
grades received in courses that require a C- or above
(such as Introduction to Psychology). Any deficiencies are reported
to the Director of Teacher Education. In addition to monitoring candidate academic progress
the department actively monitors candidate professional development through field
experiences and practica. The Director of Clinical Experiences reports any clinical
practice deficiencies of admitted candidates to the Director of Teacher Education. Actions
that may be taken by the Director of Teacher Education include:
1. Sending a warning letter to the candidate.
2. Recommending that the candidate participate in a remediation service.
3. Bringing documentation of a candidate's lack of progress to the attention of the Teacher
Education Committee for consideration of dismissal from the
program.
Advising:
All students at Huntington University are assigned a faculty adviser (Faculty Handbook 3.3.3). All elementary education majors are assigned an
education department faculty member as an
adviser, while secondary majors are advised by faculty in their major area. Supplemental
advising for secondary education majors is also provided
informally by Education Department faculty.
The Education Department makes available to
teacher education
candidates publications, such
as this Education Department Candidate Handbook, that describe available programs, program
requirements, and institutional and Education Department policies. In addition, the
Education Department periodically provides announcements through
email and the
weekly campus newsletter regarding actions that candidates need to take
(such as signing up for PPSTs and submitting applications at various stages of
the program). Copies of this
handbook, application forms, and other program information are available
in the Education Department office and on the
departmental web page: www.huntington.edu/education.
Remediation and Support Services:
The following remediation services are available for those candidates making unsatisfactory
progress in their program:
1. Counseling by an education department faculty member.
2. Counseling by the academic support coordinator (in the Learning Center).
3. Tutoring at no cost in any needed subject area at both
the Learning Center and
Writing Center.
4. Enrollment in an academic support seminar (required for candidates on limited load).
5. Assignment of additional field experiences.
6. Personal counseling with Student Services staff.
Dismissal:
Candidates who are identified as either not in good standing with the
University (see University Catalog) or who fail to
meet retention
requirements in a teacher education program are
subject to dismissal from the teacher licensing program. The Academic Dean
will
notify the Director of Teacher Education about candidates placed on academic or social
probation. Candidates who are placed on academic or social probation or who fail to
meet
the retention policy of the department must be reviewed by the Teacher Education Committee
for possible dismissal. A majority vote by the Teacher Education Committee will remove the
candidate from a teacher licensing program. The candidate must receive a written rationale
for the decision from the Director of Teacher Education.
Appeals Process:
The following procedures are open to candidates who wish to contest dismissal action taken
by the Teacher Education Committee relative to the candidate's status in the
licensing
program:
1. Informal discussion with the Director of Teacher Education. The director may then plead
the candidate's case before the Teacher Education Committee.
2. Formal appeal, by letter or in person, before the Teacher Education Committee by the
candidate.
3. Formal appeal before the Academic Concerns Committee by the candidate.
Program Checkpoints
(Assessment System):
All teacher education programs have been designed to meet Indiana licensing
requirements and have been approved by the
Indiana Professional Standards Board.
Candidates
who meet graduation requirements, complete an approved teacher education program,
successfully complete student teaching, and meet the qualifying scores on tests required
for licensing will be eligible for Indiana licensing.
Upon completion of the program,
candidates will
have had many professional experiences tied to specific courses and field
experiences. Candidates prepare portfolios demonstrating their accomplishments and
competence. By the end of student teaching, a candidate should be able to use the portfolio
to show competence in each area of the Teacher as Effective Steward model, each of the ten
INTASC Principles, and each state standard pertinent to the
candidate's chosen content
areas and developmental levels. Additionally, program
completers will have designed lesson plans that link directly to the Indiana
Department of Education's content area and grade level
academic standards.
The teacher education program's assessment system has four checkpoints. Each
checkpoint adds new criteria and expectations to the previous list.
Checkpoint 1: Admission to the Program.
Normally occurring during the end of the sophomore year, this checkpoint has
two parts--the admission interview and the Teacher Education Committee’s
admission decision. Interviewers (two members of TEC) use a standard form listing 18 potential
questions, all tied to INTASC Principles and the Teacher as Effective Steward conceptual framework.
Examples of traits sought in the interview are: positive oral communication skills;
enthusiasm for children, teaching, and learning; and evidence of professional character,
especially in stewardship of knowledge. Interviewers also look at the portfolio, which
should include an autobiography, resume, philosophy statement, and evidence of successful
work with children. (Special education candidates also include a philosophy of
special education).
• A checklist of portfolio items is started and placed in the
applicant's file. Candidates who express interest in the special
education program also demonstrate evidence of appropriate dispositions
for working with exceptional learners. The Teacher Education Committee
decides whether to admit, defer, or deny the applicant after considering
University GPA, major GPA, PPST scores, recommendations, and the interviewers'
assessment of the interview and the portfolio.
Checkpoint 2: Application
to Student Teaching. Normally occurring during the junior year, this
checkpoint consists of three main parts--evidence of successful field
experiences, the second portfolio check, and the application for student
teaching. Before making a student teaching placement, the Director of Clinical
Experiences ascertains that all assessments have been adequate (appropriate
sign-off forms must be in the candidate’s folder), checks for a candidate’s
good standing in the program, checks the criminal history report, makes
sure all relevant Praxis II tests have been taken, and checks the
application for student teaching for errors and thoroughness. A methods
instructor checks the portfolio and field experience evaluations.
• Portfolios
at this point should include updated versions of previously required items
(e.g., autobiography, resume, philosophy statement) plus an instructional
unit, samples of additional lesson plans, a lesson evaluation form from a
field experience cooperating teacher, and evidence of successful work with
special needs students.
• To show their
professional growth and performance, elementary education candidates
should add some additional items chosen from the optional portfolio components
in the junior block methods courses.
Secondary education
candidates are encouraged to add additional evidence of their preparations
to teach such as materials from presentations in methods courses, evidence of
successful work with field experience students, and journals entries on
important issues in secondary education.
• Special
education candidates' portfolios should also include a behavioral
management plan, evidence of completion of a functional behavioral assessment,
a diagnostic reading report, examples of lesson plan modifications, and
evidence of a successful practicum with exceptional learners.
Checkpoint 3: Beginning of
Student Teaching. Occurring at the beginning of the student teaching
semester, this checkpoint involves an interview focused on the portfolio. The
student teacher's University supervisor conducts this interview, ascertaining the
adequacy of all required assessments and the portfolio revisions.
• Portfolios
at this point should include updated versions of previously required items
plus an additional lesson plan showing use of technology as a teaching and
learning tool, a classroom management plan, and evidence of successful work
with multicultural student populations (e.g., lesson plans). Optional
additional items include visual learning materials and anything from the
options lists under Checkpoint 2 above.
• Special
education candidates should include an IEP and a diagnostic assessment
packet.
Checkpoint 4: Program
Completion. Occurring during the last week of student teaching, this
checkpoint involves an exit interview with the portfolio providing the needed
evidence of professional proficiencies worthy of recommendation for licensure.
The student teacher's University supervisor conducts this interview.
• Portfolios at this
point should be polished with an updated resume and philosophy statement. The
autobiography and classroom management plan should be updated if necessary.
Instructional materials, plans, and assessment tools should represent the best
work the student has done and should demonstrate teaching in a variety of
grade levels and (for elementary) content areas. Additional required items for
this checkpoint are a self-analysis of three videotaped lessons, a final
self-evaluation paper, and evidence of additional use of technology. Optional
items include a case study of an individual student, an additional unit,
additional lesson plans, pictures of instructional activities or a learning
environment (e.g., stations, bulletin board), any item on the options lists
for previous checkpoints, or any other item that will help demonstrate the
student's professional competence. Assessment portfolios should be ready at
this point to be converted to use as job hunt portfolios. A rubric
based on the four components of stewardship is used to evaluate the final
portfolio.
• Special education
candidates will also include a reflection/evaluation of a team meeting,
evidence of collaboration for meeting the needs of exceptional learners,
additional examples of lesson plan modification, and evidence of monitoring
IEP progress.
Exit and
Licensing Requirements:
In order to be licensed in Indiana a candidate must possess a bachelor's degree in an
approved teacher education major and pass the state licensing examinations. The licensing
examinations used in Indiana are the Pre-Professional Skills Test (PPST) from the Praxis I
series and Specialty Area tests from the Praxis II series. The PPST and Specialty Area
tests must be passed before a license is issued. Candidates must pass a Specialty Area test
in each area that will appear on their initial license. PPST and Specialty Area test scores must be sent to the Licensing Adviser of
Huntington University and to the Indiana Professional Standards Board. Praxis Registration
Bulletins are available in the Education Department office.
Recommendation for a teaching license is made by the Licensing Adviser when
candidates
have met the following requirements:
1. Completion of student teaching with a grade of at least C+ and a recommendation
from the University student teaching supervisor.
2. Completion of all bachelor degree requirements (including
the core curriculum) and all requirements for the
relevant University major.
3. Completion of all elements of an approved teacher education program.
4. A minimum GPA of 2.5 cumulative and in the licensing area (major).
5. Passing scores (at the state licensing requirement) on the PPST (Praxis I) and the Specialty
Area tests (Praxis II).
Information Regarding the Praxis Series:
Individuals seeking an Indiana teaching license must take the PPST in the Praxis I series
and Specialty Area tests in the Praxis II series.
Required PPST (Praxis I) scores
for program admission and Indiana licensing :
Writing - 172
Math - 175
Reading - 176
Passing scores for Specialty Area Tests:
Art Education - 510
Biology - 510
Biology & General Science - 560
Business Education - 480
Chemistry - 460
Economics - 460
Elementary Education: Curriculum, Instruction & Assessment - 143
English Language, Literature & Composition - 153
General Science - 450
Geography - 520
Government/Political Science - 390
Health Education - 420
Mathematics - 530
Music Education - 510
Physical Education - 540
Physics - 400
Psychology - 480
Reading Specialist - 370
Social Studies: Content Knowledge - 147
Sociology - 440
Applying for Instructional Licenses:
An
application for an Indiana instructional license can be obtained in the
Registrar's office. Candidates should return the completed application to
the Registrar's office with a certified check or money order payable to the
State of Indiana and an original copy of the Criminal History Check obtained
from the Indiana State Police no more than two months before completing the
required coursework for the teacher education program. The Licensing Adviser
will approve and forward the application to the
Indiana Professional Standards Board
if score reports are on file showing that test requirements have been met.
The Indiana Professional Standards Board mails licenses to the address
indicated on the applications. Most licenses are issued within two to four
weeks of receipt of the application.
Candidates who have not passed all tests required for
licensing at the time of program completion must wait until all required
tests have been passed before applying for licensing. Applying before
passing all tests can cause delays in processing applications once all
testing requirements are satisfied.
Candidates
should complete the Professional Growth Plan using the appropriate documents
found on the Indian Professional Standards Board web site for their specific
license no less than 120 days prior to the expiration of their current
license.
Candidates should not submit partial or incomplete plans
since these will be returned. Submission and review of the Professional
Growth Plan is separate from the license renewal application.
After the plan has been evaluated by the IPSB, a teacher
applicant receives a certificate that should accompany the
license renewal application.
Requirements for renewal of licenses are determined by the
State of Indiana, not Huntington University, and can change at the discretion
of the legislature or the Indiana Professional Standards Board. For updates
see the Registrar's office or
www.huntington.edu/registrar/teachers.htm or
www.in.gov/psb/.
Licensing in Other
States:
The Registrar's
office also has information for licenses in states other than Indiana.
Although application procedures and requirements for licensing in other states
vary significantly, many states will grant equivalent teaching licenses to
holders of valid Indiana licenses (this practice is called reciprocity). It is
best to obtain an Indiana license before applying for an out-of-state license,
whether or not one plans to teach in Indiana.
Many states
that have signed a compact with Indiana agreeing to accept teacher education
preparation completed here provided there is a parallel licensing pattern in
that state. States that have signed the compact will issue at least a
one-year license to applicants who have an Indiana license. During that
year, some states will require teachers to make progress toward meeting
requirements in that state. Other states will issue a permanent license with
no restrictions on the basis of Indiana licensing. Some states have special
requirements such as competency tests or background checks that they do not
waive for out-of-state applicants.
Compact states
for instructional licenses:
Alabama
Arkansas
Arizona
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Kentucky
Maine |
Maryland
Massachusetts
Michigan
Mississippi
Montana
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
Ohio
Oklahoma
. |
Oregon
Pennsylvania
Rhode Island
South Carolina
Tennessee
Texas
Utah
Vermont
Virginia
Washington
Washington, D.C.
West Virginia
Wyoming
. |
States not
on this list will require a review of a candidate’s credentials to determine
whether the candidate qualifies for a teaching license. Candidates are
advised to contact the Department of Education in that state directly to see
if there are additional requirements needed in addition to those required
for Indiana licensing. Address and telephone numbers for all state education
departments are available in the Registrar's Office.
Canadian
citizens who wish to teach in Canada should contact the education ministry
in the province(s) in which they wish to teach early in their program for
information regarding specific coursework they might need to take.
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IV. CLINICAL EXPERIENCES
Supervision:
All integrated clinical experiences are coordinated by the Director of Clinical
Experiences. Faculty are assigned supervision responsibilities for student teaching and
practica by the Academic Dean on the recommendation of the Director of Teacher Education.
Field experience supervision is the responsibility of faculty teaching the various methods
courses. Additional field experiences may be planned and implemented by course instructors
to meet the needs of a particular course.
To facilitate adequate supervision by faculty members
candidates must complete all field,
practicum and student teaching experiences within a 30 mile radius of Huntington
University.
Although candidates may request sites for particular clinical experiences all
placements are made by the Director of Clinical Experiences and the primary considerations
for making placements will be exposing candidates to a variety of
student populations,
facilitating the supervision of candidates by University faculty, and placing
candidates in exemplary
instructional environments, rather than opportunities for networking or the
convenience of candidates. Transportation for all field experiences is the responsibility of
the candidate.
University supervisors will visit student teachers in their classrooms
about six times
during the semester. Supervisors will visit student teachers who are experiencing
difficulties more frequently. Supervisors observe candidates teaching in the
Multicultural Practicum and the Junior Block Practica at least once for each
field experience.
Cooperating teachers of pre-student teaching candidates should be present in the
classroom at all times, since the school (not the
University) retains responsibility for supervision of its
students.
Field experience candidates may supervise students outside of the classroom only under the
direction of the cooperating teacher. Cooperating teachers for student teachers may leave
the classroom for extended periods of time. In the event of the absence of a cooperating
teacher from the building, school districts are obligated to provide an appropriate
substitute teacher.
(See the Student Teacher Handbook,
Junior Block Handbook, and other field experience documentation, available in
the Education Department office, for additional details about field experience
policies.)
First-year Field
Experiences:
First-year candidates who are contemplating a career in education are encouraged to participate
in volunteer activities and other experiences that establish contact with children and youth. Opportunities include
tutoring for the Learning Center, volunteering through the Joe Mertz Center, Sunday school teaching
at local churches, working at Kids Kampus, January-term practica offered by other
departments which involve working with children and/or youth,
Spring Break trips to overseas orphanages and schools,
volunteer youth work with agencies such as
Big Brothers/Big Sisters, and tutoring at the Youth Services Bureau.
Sophomore Level Field Experiences:
Sophomore education majors
will participate in a Sophomore Practicum placement with elementary or
secondary school populations. Candidates pursuing a special education content
area must take SE 233 Foundations of Special Education and participate in this
course’s field experience with local exceptional child populations. Also,
candidates enrolled in ED 242 (Early Childhood Education) are required to
participate in a field component associated with the course. Secondary
education candidates have a special education field component at the high
school level as part of SE 234 Education of the Exceptional Adolescent.
Upper Division Field Experiences and
Practica:
• Junior level elementary majors participate in a two-semester
block field experience
associated with the junior level methods courses. These field experiences last four weeks
each semester and involve candidates working in an elementary school setting five mornings a
week for four weeks. The first four-week field experience is typically located in
local elementary schools while the second is typically located in Fort Wayne at schools
with multicultural populations.
• Upper division secondary majors who enroll in
ED 410 (Secondary Curriculum and Methods) will participate in
the field component of that course, which involves 50 hours of observation and teaching activities.
• Upper
division elementary and secondary
education majors are required to participate in a January-term practicum
experience in a multicultural setting.
For secondary education majors, the
January-term practicum must be in a middle
school if the candidate is planning to student teach in a high school setting
and in a high school if the candidate is planning to student teach in a middle
school.
• For specific
information regarding the junior block field experiences and January-term
practicum, see the respective handbooks, available in the Education
Department office.
Senior Level Field Experiences and
Student Teaching:
During the August prior to student teaching, candidates are encouraged to participate in an
August field experience consisting of a minimum of three days at the beginning of the
school year in the classroom in which they will be student teaching. During the
student teaching semester candidates participate in
a 14-week student teaching experience.
For specific policies regarding
student teaching, see the Student Teaching Handbook, available in the
Education Department office.
Overseas
Student Teaching
Teacher candidates may elect to do
six to ten weeks of student teaching overseas. At least six weeks of student teaching
must be local. Huntington University is part of a consortium--the Christian
College Teacher Education Coordinating Council--which provides
placement services and a training workshop for overseas student teaching.
Application materials are available in the Education Department office.
Applications for overseas student teaching must be submitted early in the
junior year.
Candidate Conduct Expectations During
Field Experiences:
Candidates are expected to conduct themselves in a professional manner during field
experiences. Dress should be in keeping with the professional expectations of the subject
area and developmental level in which the candidate is working. Candidates should refrain from indiscriminate or negative
comments about their host school and about other teachers, candidates, their
University supervisors, or Huntington University.
Candidates are not permitted to administer corporal punishment to
students during any
clinical experience, including student teaching, regardless of the policy of the school.
Candidates are to utilize the universal precautions kit when bodily fluids are
spilled.
Additional candidate conduct expectations during field experiences are outlined in the
various field experience handbooks.
Transportation:
Candidates are required to provide their own transportation to and from field experiences.
Evaluation and Attendance
Verification:
Although
cooperating teachers provide University supervisors with written evaluations of
the performance of candidates in field experiences and practica, the impact of
these evaluations on candidate grades will be at the discretion of the
Director of Teacher Education. Student teaching cooperating teachers and
University supervisors submit letter grades as part of their assessment of the
performance of student teachers; final grades are submitted by the Director of
Teacher Education.
Attendance
is monitored and recorded in all field experiences.
Nondiscrimination Policy:
In compliance with the Civil Rights Act of 1964 and Title IX of the Educational Amendments
of 1972, Huntington University does not discriminate on the basis of race, color, national
origin or sex in its policies, practices or procedures. It maintains a policy of
non-discrimination on the basis of handicap in its educational programs, admissions
procedures and its employment practices in compliance with Section 504 of the
Rehabilitation Act of 1973. It is committed to providing the optimum employee safety and
health in keeping with sound business practice and the requirements of the 1970
Occupational Safety and Health Act. The candidate's right of privacy in regard to disclosure
of personal data is assured in conformity with existing legislative requirements.
Accommodation
Policy:
In compliance with Section 504 of the Rehabilitation Act, Huntington
University will make
reasonable accommodations for candidates with disabilities. The Director of the Learning
Center is the advocate and coordinator of services for candidates with disabilities at
Huntington University. Any candidate who has a psychiatric, learning, orthopedic, or sensory
disability that substantially limits one or more major life activities
and who would benefit
from accommodations to be more successful on campus should call the Leaning Center
(359-4290) for specific details and to discuss available services.
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