Huntington University
EDUCATION DEPARTMENT
CANDIDATE HANDBOOK

Table of Contents  
(underlined items are links to individual sections)

• STATEMENT OF PHILOSOPHIES, GOALS AND PURPOSES

  • Conceptual Framework:  Teacher As Effective Steward

• GOVERNANCE

• ADMISSION, RETENTION AND DISMISSAL OF CANDIDATES

  • Requirements for Admission

  • Procedures and Typical Time-Table for Admission to Teacher Education Programs

  • Information About the Pre-Professional Skills Test

  • Transfer and Post-Baccalaureate Candidate

  • Admission to Student Teaching 

  • Retention

  • Monitoring Candidate Progress

  • Advising

  • Remediation Services

  • Dismissal

  • Appeals Process

  • Program Checkpoints

  • Exit and Licensing Requirements

  • Information Regarding the Praxis Series

  • Applying for Instructional Licenses 

  • Licensing in Other States 

• CLINICAL EXPERIENCES

  • Supervision 

  • First-year Field Experiences 

  • Sophomore Level Field Experiences

  • Upper Division Field Experiences and Practica 

  • Senior Level Field Experiences and Student Teaching 

  • Candidate Conduct Expectations During Field Experiences 

  • Transportation 

  • Evaluation and Attendance Verification

  • Nondiscrimination Policy

  • Accommodation Policy

STATEMENT OF PHILOSOPHIES, 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 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 school children. Based on this goal of developing effective stewards for our schools, the Education Department has developed nine goals for graduates of our programs.

Teacher education graduates of Huntington University will:

1. Understand the concept of biblical stewardship.

2. Acquire a broad liberal arts education as a foundation for their development as professionals.

3. Be thoroughly grounded in the content of the curriculum that they will be responsible for as educators.

4. Realize the importance of professional training for educators.

5. Understand the developmental context in which students learn, addressing various forms of
   developmental stages, including physical, cognitive, and psychosocial.

6. View the diverse population of candidates who are now in our schools as a positive factor,
   which requires special training and sensitivity.

7. Approach management of the classroom environment with confidence and skill.

8. Be able to deal effectively with constituencies outside the classroom, e.g., parents, administrators, bargaining units, legal constraints, etc.

9. Apply instructional skills in a manner that best facilitates the learning of students.
   

Conceptual Framework:  Teacher As Effective Steward

      Click here for a one-page handout about our conceptual framework     

These nine goals for graduates of our teacher education programs are the basis of our model or conceptual framework, "Teacher As Effective Steward." We see teachers acting as stewards in four areas.

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, and professional/pedagogical knowledge. In the College’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 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 learner 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 order to cultivate the concept of effective stewardship among our teacher education candidates, Huntington University focuses on two areas of development. The first of these is the area of personal development. Many of our candidates feel that the reason they have chosen to become teachers is because God has called them to this vocation. We feel that this sense of calling and vocation is important in the development of teachers who are effective stewards and encourage our candidates to take advantage of opportunities for spiritual growth that are available both inside and outside of the College community. As their calling to the teaching profession deepens and becomes clearer we encourage candidates to begin developing values that we believe teachers who are effective stewards will possess: a positive and enthusiastic attitude toward learning and the subject matter that our candidates will be teaching, a genuine love for children and youth, and a belief in freedom, democracy and responsibility.

The second area of development that we attempt to cultivate in our candidates is that of conceptual development. A primary focus of the general education program for all candidates at Huntington University is an understanding of the concept of "world view." The college feels that it is extremely important for our graduates to have a sense about what their basic assumptions are, what their beliefs are, and what their perspectives are on the mass of knowledge that exists in the world today. As education candidates enter into their professional education courses it is our desire to help candidates continue to refine and focus their conceptual viewpoints so that they can go into the teaching profession with a great deal of awareness concerning their own perspectives.

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 global metaphor of the department will then allow 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.

GOVERNANCE

Teacher education programs at Huntington University are governed by the existing committee and divisional structure of the college. 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 faculty outside the department. 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 College. The Faculty of the College are supervised by the Vice-President and Dean of the College, who reports to the President, who reports to the Board of Trustees.

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 assist candidates in developing a sound sequence of courses, a timetable for completion of the licensing requirements, and a realistic sense of their potential for professional development and teaching.

Candidates who wish to be admitted to a teacher education program are advised to explore education careers during the fall semester of the sophomore year by scheduling the Introduction to Education course (ED 212). As a part of that course candidates are informed of the procedures and requirements for admission to a teacher education program. Individual admissions counseling is available for transfer candidates.


Requirements for Admission:

1. Minimum GPA: 2.5 cumulative GPA with at least a 2.5 in the major area.  The major area includes required courses in the education major, and for secondary education majors, it also includes all required content area courses.

2. Basic skills:
   (a) 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).
   (b) candidates must complete EN 121 (English Composition) or EN 111/112 (English Usage and Composition I & II) with a grade no lower than C-.
   (c) candidates must obtain a standard score of at least 40 on the Test of Standard Written English (TSWE).

3. 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 professor who knows the candidate well.
   

Procedures and Typical Time-Table for Admission to Teacher Education Programs:

1. Prior to the spring semester of the sophomore year the candidate must take the PPST.

2. 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.

3. Candidates complete the application form and return it and two completed reference forms to the Education office.

4. The education department secretary calculates the candidate's major GPA.

5. Each candidate is interviewed by two members of the Teacher Education Committee.

6. 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. The Teacher Education Committee may grant admittance to individuals who have not met all criteria in order to encourage the participation of individuals from under-represented groups.
   (b) Admission is deferred when an area is not adequately met or when deficiencies are identified. Candidates cannot be fully admitted until deficiencies are corrected or until further positive evidence of suitability for teaching is obtained. It is assumed that there is a high likelihood for a deferred candidate to meet criteria within the next semester. A candidate on deferred status will not be placed for student teaching. A candidate should be admitted to the program at least one year prior to student teaching. A 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 college 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 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: Number of questions:  40. Time to take:  50 minutes. 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: Number of questions:  40. Time to take:  50 minutes. This sub-test measures mathematical competencies, including knowledge broadly acquired in elementary and high school.

Writing: Number of questions:  45. Time to take:  30 minutes. Essays to write:  1. Time to write:   30 minutes. 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 re-takes. Candidates who have not passed the PPST by the end of the junior year cannot be placed for student teaching in the following school year.

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 books that contain practice questions and answer keys to actual PPST tests are available in the library and at the Learning Center. Available materials include the PPST Guide, PPST: Essay Guide Practice and Review, and Praxis I PPST. Also available in the Learning Center is Learning Plus, a computer-based instructional program to help candidates prepare for the PPST. Tutors in the Learning Center may also set up a program of study using other materials to help candidates.

The PPST tests are also 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:

College policies regarding transfer candidates are detailed in the 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 college 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.

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 licensing area GPA, and checks the grades received in courses that require either 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 will actively monitor candidate professional development through field experiences and practica. The Director of Clinical Experiences will report 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, pg. 24). 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 education candidates publications, such as this Education Department Handbook, that describe available programs, program requirements, and institutional and education department policies. In addition, the Education Department periodically provides announcements through emails 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). A copy of this handbook, application forms, and other program information is available in the Education Department office and on the following Web Page: www.huntington.edu/education.

Remediation 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.
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.

Dismissal:

Candidates who are identified as either not in good standing with the College (see College Catalog) or who fail to meet retention requirements (see 3.2.0) in a teacher education program are subject to dismissal from the teacher licensing program. The Academic Dean will notify the Director of Teacher Education of 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:

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 of tests required for licensing will be eligible for Indiana licensing.

In addition Huntington University requires that 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 in each state standard pertinent to the candidate's chosen subject 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 a rudimentary portfolio. Interviewers (two members of TEC) use a standard form listing 18 potential questions, all tied to INTASC standards and the Stewardship model (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. A checklist of portfolio items is started and placed in the applicant's file. The Teacher Education Committee decides whether to admit, defer, or deny the applicant after considering college GPA, major GPA, PPST scores, recommendations, and the interviewers' comments.

Checkpoint 2: Methods Courses. Normally occurring during the end of the junior year, this checkpoint consists of three parts--the second portfolio check, evidence of successful field experiences, and the application for student teaching. A methods instructor checks the portfolio and field experience evaluations. The Director of Clinical Experiences checks the application for student teaching. Portfolios at this point should include updated versions of previously required items (e.g., 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. Elementary education candidates should add some optional additional items, chosen from the following list to show their professional growth and performance: photo of a bulletin board, journal article critique, literature response activity, matrix of tests, bibliography of personally owned language arts publications, phonics activities, math software evaluation, children's literature book cards, reflection on a lesson taught in a field experience classroom. Secondary education candidates should add some optional additional items, chosen from the following list to show their professional growth and performance: journal article critique, textbook support materials, ancillary literature report, tutoring report, handout, test, journal entry from philosophy journal in methods class, photo of a bulletin board.

Checkpoint 3: Topics and Problems. Occurring during the end of the Topics and Problems course (during the first two weeks of the student teaching semester), this checkpoint involves an interview focused on the portfolio. The student teacher's college supervisor conducts this interview. Portfolios at this point should include updated versions of previously required items plus an additional unit 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.

Checkpoint 4: Culmination. 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 college supervisor conducts this interview. Portfolios at this point should be polished with 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 candidate 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 candidate's professional competence. Assessment portfolios should be ready at this point to be converted to use as professional portfolios.

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. Completed student teaching with a grade of at least C+ and received a recommendation
from the college student teaching supervisor.
2. Completed all bachelor degree requirements (including the core curriculum) and all requirements for a college major.
3. Completed all elements of an approved teacher education program.
4. Received a minimum of 2.5 cumulative gpa and 2.5 gpa in the licensing area.
5. Obtained passing scores at the state licensing cut off on the PPST and the Specialty Area tests.

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 scores for the PPST (Praxis I):

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
Social Studies: Content Knowledge - 147
Sociology - 440
Teaching Students with Learning Disabilities - 430

Applying for Instructional Licenses:

An application for an Indiana instructional license can be obtained in the Registrar's office. 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 you complete the required coursework for your 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 will mail your license to you at the address you indicate on your application. Most licenses are issued within two to four weeks of receipt of the application.

If you have not passed all tests required for licensing at the time you complete your program, you must wait until all required tests have been passed before applying for licensing. Applying before you have passed all tests can cause delay in processing your application at the time you satisfy the testing requirements.

Under Bulletin 400 and Rules 46-47 guidelines Indiana standard instructional licenses are valid for five years from the time of completion of your teacher education program. (Regardless of when you apply for your initial license, it will expire five years from the time you complete your coursework.) In order to renew your license at the end of five years you must complete six semester hours of approved college credit in course work related to your area(s) of licensing. Because it is likely that you will want Huntington University to recommend you for renewal of your license, you should check with the Licensing Adviser (Registrar) prior to enrolling in any work you plan to use for renewal of your license.

Beginning November 1, 2003, educators who hold renewable Bulletin 400 and Rules 46-47 licenses issued by the Indiana Professional Standards Board may use the Professional Growth Plan to renew those licenses, if they expire after July 1, 2004. Individuals who hold a Proficient Practitioner License must use the Professional Growth Plan to renew that license.

The Professional Growth Plan should be completed using the appropriate documents found on the Indian Professional Standards Board web site for your license no less than 120 days prior to the expiration of your current license. Do not submit partial or incomplete plans as these will be returned to you. Submission and review of the Professional Growth Plan is separate from your license renewal application. After the plan has been evaluated by the IPSB, you will receive a certificate that should accompany your 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.

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 your Indiana license before applying for an out-of-state license, whether or not you plan 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.

If the state you are interested in does not appear on this list, you will need to have your credentials evaluated by their licensing agency in order to know whether you qualify for a license.

Compact States for Instructional Licenses:

If you are interested in licensing in another state, it is advisable to contact the Department of Education in that state directly to see if there are additional requirements you will need to meet after you complete 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.

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 particular 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 college faculty, placing candidates in exemplary instructional environments, etc., rather than opportunities for networking or the convenience of candidates. Transportation for all field experiences is the responsibility of the candidate.

College 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 will visit practicum candidates a minimum of one time during the January-term. A faculty member evaluates each junior block candidate at least once during each block session.

Cooperating teachers of pre-student teaching candidates should be present in the classroom at all times, since the school 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.

First-year Field Experiences:

First-year candidates who are contemplating a career in education are encouraged to participate in the Bridges program sponsored by the Joe Mertz Center for Volunteer Service. This experience involves spending one hour per week with a student at a local elementary or junior high school. In addition to Bridges, teacher education majors are encouraged to participate in other experiences that establish contact with children and youth. Opportunities include Sunday school teaching, 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 such as Big Brothers/Big Sisters, and tutoring at the Youth Services Bureau.

Sophomore Level Field Experiences:

Sophomore education majors will participate in a two-semester field experience sequence associated with the two foundations courses. ED 212 (Introduction to Education) and ED 236 (Educational Psychology) both require classroom observation experience. Candidates are required to reflect on these experiences. In addition to these two experiences, sophomore elementary education majors who typically take ED 232 (Education of the Exceptional Child) are required to participate in field experiences with local exceptional child populations. Also, sophomores enrolled in ED 242 (Early Childhood Education) are required to participate in a field component associated with the course.

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 those 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 a minimum of 40 hours of observation and teaching activities. Upper division elementary and secondary educatino majors are required to participate in a January-term practicum experience in a multi-cultural 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 manuals.

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 12-week student teaching experience.

For specific policies regarding student teaching, see the "Candidate Teacher Handbook."

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 the candidate is working in. Candidates should refrain from indiscriminate or negative comments about the school they are working in, other teachers, candidates, college supervisors, Huntington University, etc.

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 manuals.

Transportation:

Candidates are required to provide their own transportation to and from field experiences.

Evaluation and Attendance Verification:

Although cooperating teachers will provide college 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 college supervisors. Student teaching cooperating teachers will be asked to assess the performance of candidates in terms of a written grade, but final grades are at the discretion of the college supervisors.

Candidates are required to submit a record sheet of their attendance, signed by the cooperating teacher, at the end of 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) to ask questions or discuss available services.

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