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School of Education 2008-2010 Graduate Online Bulletin Table of Contents

 

School of
Education
2008-2010
Graduate
Academic Bulletin

Web site: www.indiana.edu/~educate/ 
Education Graduate Studies Office 
Room 4278 
W. W. Wright Education Building 
201 North Rose Avenue 
Bloomington, IN 47405-1006 
(812) 856-8504    Fax (812) 856-8505 
Email: educate@indiana.edu

IUPUI Web site: education.iupui.edu
Education/Social Work Building (ES) 3137
902 W. New York Street
Indianapolis, IN 46202
(317) 274-6801
 

Licensure Programs

Indiana License Types and Coverage
Certification Students Applying for a Master’s Degree
Teaching Licenses (B-I)
Preparation Programs for Initial Teaching License
School Service Personnel Licenses
School Administrator Licenses

Indiana License Types and Coverage

Students are admitted under recently adopted rules established by the Office of Educator Licensing and Development (the agency that governs teacher education in the state of Indiana). These rules are referred to as Rules 2002. Each license issued under Rules 2002 will include school setting(s) or levels that a person may teach and the content field(s) or subjects that the individual may teach. Each license must include at least one school setting and one content field. The B or I after an entry indicates the campus where the program is offered. As a general rule, students working toward licensure must earn at least half of their credits at Bloomington or Indianapolis.

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Certification Students Applying for a Master’s Degree

Students in certification programs who wish to seek a master’s degree must go through the standard process for admission to graduate study. Furthermore, in order to be accepted into any of the School of Education’s specialization areas in which a master’s degree may be earned, students must be admitted to a master’s degree program in one of these specialization areas in the semester prior to the semester in which they intend to graduate and they must be officially registered in the semester in which they graduate.

Credit hours earned by a certification student who has been admitted to a master’s degree program may or may not be counted in the student’s master’s program. The department chair or program head and the associate dean of graduate studies must approve the inclusion of courses taken while the student was earning credits toward certification but was not admitted to a master’s degree program. Furthermore, a certification student, who has been admitted to a master’s degree program, may use a maximum of 15 credits taken while the student was working on certification but was not admitted to the master’s degree program.

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Teaching Licenses (B-I)

Teaching License Types
Admission to Licensure Programs
Initial, Proficient Practitioner, and Accomplished Practitioner Licenses
Applying for a License

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Teaching License Types

Initial License in Early Childhood Education (valid for teaching preschool through grade 3). This license will include two school settings: Early Childhood—Preschool Level and Early Childhood—Primary Level. The content field will be generalist.

Initial License in Elementary Education (valid for teaching grades K-6). This license will include two school settings: Early Childhood Education—Primary Level and Middle Childhood Education—Intermediate Level. The content field noted on the license will be generalist.

Initial License for Exceptional Needs Teachers (valid for teaching at multiple levels). This license will carry the content field of mild intervention.

Initial License in Secondary Education (valid for teaching grades 6-12). This license will include two school settings: Early Adolescent—Middle School Level and Adolescent and Young Adult—High School Level. There must be at least one content field included on this license.

Initial License in K-12 Education (valid for teaching grades K-12). This license will include four school settings of Early Childhood Education—Primary Level (K-3); Middle Childhood Education—Intermediate Level (4-6); Early Adolescent (Middle School Level); and Adolescent/Young Adult (High School Level). On a license the entry for this license will be "all school." There must be at least one content field included on this license.

School Services Licenses
School Counselor (valid for providing counseling services in all schools) (B-I)
School Psychologist (valid for providing psychological services in all schools) (B) Speech, Language, Hearing Clinician (B)

Educational Leadership Licenses
(All Leadership licenses are valid in all school settings)

Building Administrator: School Principal (B-I)
District Administrator: Superintendent (B)
District Administrator: Director of Exceptional Needs (B)
District Administrator: Director of Curriculum and Instruction (B)

Information about the new state licensing framework and standards for educational professionals may be found on the website of the Indiana Department of Education Division of Professional Standards.

Return to Teaching Licenses (B-I)

Admission to Licensure Programs

Applicants to licensure programs must complete the graduate degree or licensure application. Students who are currently in a graduate degree program, or who are applying for admission to one are not required to submit a separate application for admission. Students already in a graduate program inside or outside the School of Education will need to submit a paper application for the Transition to Teaching program. See the chapter titled “Admission to Graduate Programs” for application procedures and criteria.

Students pursuing both licensure and master’s degrees will be advised by both the graduate licensure advisor and the assigned faculty advisor of the master’s degree program.

Return to Teaching Licenses (B-I)

Initial, Proficient Practitioner, and Accomplished Practitioner Licenses

These licenses became available for candidates completing newly designed standards-based, performance-focused programs beginning July 1, 2003. There is an ongoing and gradual phase-in of new license rules. All licenses issued as of July 1, 2006, must be issued using the new license rules.

Return to Teaching Licenses (B-I)

Applying for a License

Upon completion of all degree and course requirements, state-mandated testing as required, a state criminal history check, CPR-Heimlich Maneuver certification, and other application procedures, candidates submit their application materials to a license advisor on either the IUB or IUPUI campus. On the Bloomington campus, information and materials are available in Education 1000, (812) 856-8511. On the Indianapolis campus, materials are available in Room 3131 of the Education/Social Work Building, (317) 274-0645.

The completed application packet must be returned to the campus where you completed your academic program.

Return to Teaching Licenses (B-I)

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Preparation Programs for Initial Teaching License

Bloomington:
Teacher Licensure Programs

Indianapolis:
Academic and Professional Development Programs

Transition-to-Teaching Programs
Graduate Certification and Community of Teachers Programs
All Grades: K-12
Additions To Initial Teacher Licenses

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Transition-to-Teaching Programs

Transition-to-teaching programs offer those who have previously earned a baccalaureate degree an efficient and effective preparation for the K-12 teaching profession. Students take course work at the graduate level to obtain certification or they may opt to pursue the licensure program as part of a master’s program. The programs are full-time, field-intensive, cohort- and performance-based, with mentor teachers supervising candidates while working closely with university faculty to insure an integrated curriculum.

Elementary Programs
Secondary Programs

Elementary Programs

The elementary program is a 24 credit hour certification program (including 6 credit hours of reading courses) with additional fees charged for all fieldwork and related seminars. Participants will engage in field experiences all three semesters.

Indiana law requires elementary applicants to have one of the following (a or b):

  1. A bachelor’s degree or the equivalent with a grade point average of 3.0 on a 4.0 point scale from an accredited institution of higher education.
    or
  2. Both:
    1. a bachelor’s degree from an accredited institution of higher education with a grade point average of 2.5 on a 4.0 scale; and
    2. five years of professional experience in an education-related field.

ELEMENTARY TRANSITION-TO-TEACHING PROGRAM (24 cr.) (BLOOMINGTON  PROGRAM)

E543 Advanced Study in the Teaching of Mathematics (3 cr.)
E547 Experience in Elementary Social Studies Curriculum (3 cr.)
E548 Advanced Study in the Teaching of Science (3 cr.)
E555 Human Diversity in Education (3 cr.)
L545 Advanced Study in the Teaching of Reading in Elementary Schools (3 cr.)
L549 Advanced Study in the Teaching of Language Arts in Elementary Schools
  (3 cr.)
M500 Integrated Professional Seminar (1 cr. per semester; 3 semesters
  required)
P515 Child Development (3 cr.)
M550 Student Teaching, Elementary

Note: The Elementary Transition to Teaching plus master’s degree program admits students whose bachelor’s degrees are not in education and who wish to be trained as elementary school teachers and earn a master’s degree. For information about this program, see the section in this bulletin on master’s programs in elementary education.

ELEMENTARY TRANSITION-TO-TEACHING PROGRAM (24 cr.) (INDIANAPOLIS PROGRAM)

Transition-to-Teaching Programs at Indianapolis admit students whose bachelor’s degrees are in fields other than education and who wish to be prepared as teachers. Students take course work at the graduate level to obtain certification and may opt at the completion of the program to use some of the credit hours toward a master’s degree.

Unit 1: Early Childhood—(two full days + half-day per week )—Fall
E531 Teaching and Learning in Early Childhood (5 cr.)
M500 Integrated Professional Seminar (1 cr.)

Unit 2: Middle Childhood—(two full days + half-day per week)—Spring
E532 Teaching and Learning in Middle Childhood (5 cr.)
M500 Integrated Professional Seminar (1 cr.)

Unit 3: Individualizing Instruction—Summer 1
L504 Identifying and Working with Learner Literacy Difficulties (3 cr.)
F500 Social Studies and Foundations of Education (3 cr.)

Unit 4: Reflective Practitioner—Fall
M550 Field Experience (5 cr.)—(Full-day student teaching five days per week
  for 16 weeks)
M500 Integrated Professional Seminar (1 cr.)

Return to Elementary and Secondary Transition-to-Teaching Programs

Secondary Programs

The secondary programs are full-time, 18 credit hour, year-long field-based programs intended to develop and support reflective teaching, promote thoughtful and innovative practices in secondary schools, and make optimal use of the professional resources that currently exist in schools, the community, and the university. The programs are designed for students who have earned a baccalaureate degree in a content discipline and who are interested in becoming secondary teachers of that discipline. In most cases, full-time students will earn their secondary teaching certificate after one calendar year of course work and accompanying field experiences.

Licensure areas within the secondary transition-to-teaching program will include science education, mathematics education, social studies education, English education, and foreign language education.

Indiana law requires secondary applicants to have one of the following (a, b, or c):

  1. A bachelor’s degree or the equivalent with a grade point average of 3.0 on a 4.0 scale from an accredited institution of higher education in the subject area that the person intends to teach.
  2. A graduate degree from an accredited institution of higher education in the subject area that the person intends to teach.
  3. Both:
    1. a bachelor’s degree from an accredited institution of higher education with a grade point average of 2.5 on 4.0 scale; and
    2. five years of professional experiences in the subject area that the person intends to teach.

SECONDARY TRANSITION-TO-TEACHING PROGRAM (18 cr.) (BLOOMINGTON)

F500 Student Teaching: Secondary (1-3 cr.)
H520 Social Issues in Education (3 cr.)
L517 Advanced Study of Content Reading and Literacy (2 cr.)
M500 Integrated Professional Seminar (1 cr. per semester; 3 semesters
  required)
P510 Psychology in Teaching (3 cr.)
S555 Human Diversity and Disability in the Middle School/High School
  Classroom (3 cr.)

Choose one course:
N522 Advanced Methods in the Teaching of Middle/Junior High School
  Mathematics (3 cr.)
Q506 Methods of Teaching Secondary Science (3 cr.)
S519 Advanced Methods of Teaching Senior/Junior High/Middle School Social
   Studies (3 cr.)
L516 Advanced Study in the Teaching of English/Language Arts (3 cr.)
L520 Advanced Study in Foreign Language Teaching (3 cr.)
M458 Methods of Teaching Health and Safety (3 cr.)
JOUR J425 Supervision of School Publications (3 cr.)
JOUR J453 Methods of Teaching High School Journalism (3 cr.)
THTR T478 Methods and Materials for Teaching High School Theatre and
  Drama (3 cr.)

SECONDARY TRANSITION-TO-TEACHING PROGRAM (18 cr.) (INDIANAPOLIS)

Unit 1: Learning as Inquiry—Summer Session 2
P510: Psychology and Teaching (3 cr.)

Unit 2: Middle School—Fall
Five days per week with a mentor in an IUPUI partnership middle school
S521 Teaching and Learning in the Middle School (5 cr.)
M500 Integrated Professional Seminar (1 cr.)

Unit 3: High School—Spring
Teaching in a high school five days per week
Appropriate “special methods” class for content area (3 cr.)
S531 Teaching and Learning in the High School (2 cr.)
M500 Integrated Professional Seminar (1 cr.)

Unit 4: Reflective Practitioner—Summer 1
M590 Independent Study (portfolio development) (2 cr.)
M500 Integrated Professional Seminar (1 cr.)

Return to Elementary and Secondary Transition-to-Teaching Programs

Return to Preparation Programs for Initial Teaching License

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Graduate Certification and Community of Teachers Programs

Other Graduate Secondary Education Licensing Programs (Bloomington)
Secondary Community of Teachers Program (Bloomington)
Secondary Graduate Teacher Certification Program
Exceptional Needs: Mild Intervention, Secondary (Bloomington)

Return to Graduate Certification and Community of Teachers Programs

OTHER GRADUATE SECONDARY EDUCATION LICENSING PROGRAMS (BLOOMINGTON )

These graduate certification programs require knowledge in two different areas: professional education (such as adolescent development and learning, general secondary curriculum and subject curriculum, field/school experience), and the subject or content area (such as English, mathematics, science, social studies).

Professional knowledge may be gained by either the Secondary Graduate Certification Program or the Community of Teachers Program (below). These may be completed on a part-time basis.

Return to Graduate Certification and Community of Teachers Programs

SECONDARY COMMUNITY OF TEACHERS PROGRAM (BLOOMINGTON)

A highly individualized way to earn a secondary teaching license, Community of Teachers (CoT) centers on an ongoing seminar that features intensive, hands-on work in one school. Students complete the program not by earning course credits but by completing a portfolio of evidence of their ability as teachers.

The central requirement of the program is an ongoing seminar (EDUC S500, 3 cr.) that is led from one semester to the next by the same faculty member. Each seminar group contains students from different majors and includes both beginning students and student teachers. Each semester the seminar’s focus is determined by the students and their professor; and under the umbrella of the seminar each student organizes and carries out an individualized program of preparation. Two semesters of S500 are minimum.

CoT students spend one day a week in a school of their choice, each working with a teacher of their choice who has consented to be their mentor. The relationship continues throughout the students’ professional preparations, including student teaching (EDUC M550, 10 cr.).

The activities of the apprenticeship are guided by a list of 30 program expectations that students satisfy by building evidence of their teaching capabilities. The evidence is organized in a portfolio that supports the case students must make to the faculty of their readiness to enter the profession.

Two additional courses are required to complete the program:

L517 Advanced Study of Content Reading and Literacy (3 cr.)
Subject methods course as appropriate to the content field (3 cr.)

Return to Graduate Certification and Community of Teachers Programs

SECONDARY GRADUATE TEACHER CERTIFICATION PROGRAM (37 cr.)

M501 Field Experience (1 cr.) and
  S501 Introductory Seminar (1 cr.)
P510 Psychology in Teaching (3 cr.)
H504 History of American Education (3 cr.), or
  H520 Education and Social Issues (3 cr.), or
  H525 Anthropology of Education (3 cr.) , or
  H530 Philosophy of Education (3 cr.), or
  H540 Sociology of Education (3 cr.)
A508 Legal Issues (2 cr.)
K505 Introduction to Special Education for Graduate Students (3 cr.)
S503 Secondary School Curriculum (3 cr.)
L517 Advanced Study of Content Reading and Literacy (2-3 cr.)
M501 Field Experience ( 2 cr.) and
S508 Classroom Management (1 cr.) and
W501 Integrating Technology into Teaching (1 cr.) and
Advanced Study in the Teaching of: as appropriate to the content field (3 cr.) Fall only
  JOUR J525 Supervision of School Publications (3 cr.)
  L516 Advanced Study in the Teaching of English/Language Arts (3 cr.)
  L520 Advanced Study in Foreign Language Teaching (3 cr.)
  M522 Teaching Mathematics in the Secondary School (3 cr.)
  Q506 Methods of Teaching Senior High/Junior High/Middle School Science
  (3 cr.)
  S519 Advanced Study in the Teaching of Secondary School Social Studies
  (3 cr.)
  THTR T478 Methods and Materials for Teaching High School Theatre and   Drama (3 cr.)
M550 Student teaching (10 cr.; 12 weeks) and
M420 Student Teaching Seminar (1 cr.)

Subject/Content/Major

The subject, major, or content knowledge is gained by completing the requirements of subject areas as listed in the undergraduate bulletin, with the substitution of graduate courses as possible. Subject areas are in health; journalism; language arts (English); mathematics; science (biology, chemistry, earth-space, physics); social studies (history, government, geography, economics, sociology, and psychology); theatre; and world languages (Chinese, French, German, Japanese, Latin, Russian, and Spanish). Some programs may be completed as additions to another subject. Contact Jeane Novotny at jnovotny [at] indiana [dot] edu; (812) 856-8584 or graduate certification advisor.

A secondary education program which is somewhat different, Exceptional Needs: Mild Interventions at the graduate level, is listed below.

EXCEPTIONAL NEEDS: MILD INTERVENTION, (BLOOMINGTON )

Note: Please contact Carrie Chapman at cechapma [at] indiana [dot] edu, (812) 856-8187, Education 3276, for more information about this program, which is undergoing revision.

This initial license in mild intervention in a junior high/middle school/high school setting is offered only through the Community of Teachers Program.

Prequisite to beginning the course work listed below is an introductory course in special education: K505 Introduction to Special Education for Graduate Students (3 cr.) (or one of the following undergraduate courses as a substitute: K205 Introduction to Exceptional Children, K305 Teaching the Exceptional Learner in the Elementary School, K306 Teaching Students with Special Needs in Secondary Classrooms).

After completion of the introductory course, the following course of study is required:

  1. Special Education (Exceptional Needs: Mild Intervention)
    K510 Assistive Technology in Special Education (3 cr.)—Summer
    K520 Survey of Behavior Disorders (3 cr.)
    K522 Teaching Social Skills (3 cr.)—Semester II
    K525 Assessment and Instruction (3 cr.)—Summer
    K541 Transition across the Life Span (3 cr.)—Semester II
    K545 Management of the Severely Emotionally Disturbed (3 cr.)
    K548 Families, School, and Society (3 cr.)—Semester I
    K553 Classroom Management and Behavior (3 cr.)—Semester I
    K565 Collaboration and Service Delivery (3 cr.)—Semester II
  2. Teacher Education Course Work
    S500 Field-based Seminar in Teacher Education (3 cr.)—Semester I, II
      (Minimum 6 cr., two semesters; students enroll in this class
      continuously as they finish their portfolio.)
    L517 Advanced Study of Content Reading and Literacy (3 cr.) or
      L545 Advanced Study in the Teaching of Reading in Elementary
      Schools (3 cr.) or
      L549 Advanced Study in the Teaching of Language Arts in the
      Elementary Schools (3 cr.)
    M550 Practicum: Special Education Student Teaching (10 weeks/10 cr.)
    Completion of Portfolio
Return to Graduate Certification and Community of Teachers Programs

Return to Preparation Programs for Initial Teaching License

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All Grades: K-12

Teacher of Library Media (K-12)
Visual Arts (K-12)

Teacher of Library Media (K-12)

This program is available on both the Bloomington and Indianapolis campus. Individuals who hold a valid teaching license may add the certification for Teacher of Library Media with emphasis in school media information technology by successful completion of the following 52 credits. The student must meet the graduate admission requirements for the School of Library and Information Science at either Bloomington or Indianapolis. Contact Marilyn Irwin at IUPUI, www.slis.iupui.edu, (317) 278-2375 or Norika Hara in Bloomington at (812) 855-2018; slis [at] indiana [dot] edu or toll-free (866) 758-6254.

Courses completed at a B or higher for the 27 credits for library media may also count toward the 36 credit hour Master of Library Science, accredited by the American Library Association.

An addition to another teacher’s license is available and requires the 27 cr. of SLIS courses below.

SLIS required courses (18 cr.)
S501 Information Sources and Services (3 cr.)
S504 Bibliographic Access and Control (3 cr.)
S571 Library Materials for Children and Young Adults (3 cr.)
S574 Information Inquiry for School Teachers (3 cr.)
S605 Internship in School Library Media Management (3 cr.)
S671 The School Media Specialist (3 cr.)

Instructional or Information Technology (9 cr.)
Choose from:
S532 Information Architecture for the Web (3 cr.)
S533 Online Information Retrieval (3 cr.)
S554 Library Automation (3 cr.)
S573 Education of Information Users (3 cr.)
S603 Workshops in Library and Information Science, such as Web Graphics; XML; LAAN; UNIX; Perl/CGI; Video Production; Grant Writing; or online courses through Indianapolis: Electronic Materials for Children, Collaboration for High Tech Learning (only 6 credits of S503 may count toward the M.L.S.).
S604 Special Topics in Library and Information Science such as Digital Collections; Media Resources; Advanced Internet and Web Design (3 cr.)
S620 Information Resources and Technologies for Patrons with Special Needs (3 cr.)
S621 Audio and Video Information Resources (3 cr.)
S652 Digital Libraries (3 cr.)
Other technology courses as approved by an advisor

For an initial license in Teacher of Library Media (K-12)

Educational methods and issues (15 cr.)
Educational Psychology (3 cr.)
Choose one:

P510 Psychology in Teaching (3 cr.)
P515 Child Development (3 cr.)
P515 Life Span Development (3 cr.)
P516 Adolescent Development (3 cr.)
P525 Psychological Issues in Education (3 cr.)
P530 Instructional Psychology (3 cr.)
P540 Learning and Cognition in Education (3 cr.)
P544 Applied Cognition and Learning Strategies (3 cr.)
P545 Educational Motivation (3 cr.)
P575 Developing Human Potential (3 cr.)

Philosophy of Education (3 cr.)
Choose one:

H504 History of American Education (3 cr.)
H510 Foundations of Educational Inquiry (3 cr.)
H520 Education and Social Issues (3 cr.)
H530 Philosophy of Education (3 cr.)
H538 Critical Thinking and Education (3 cr.)
H540 Sociology of Education (3 cr.)
H560 Education and Change in Societies (3 cr.)

Curriculum and Technology (6 cr.)
Choose two:
E535 Elementary School Curriculum (3 cr.)
J500 Instruction in the Context of Curriculum (3 cr.)
J530 Curriculum Development and Theory (3 cr.)
K505 Introduction to Special Education (3 cr.)
R503 Application of Instructional Media and Technology (3 cr.)
R505 Workshop in Instructional Systems Technology (3 cr.)
R547 Computer-Mediated Learning (3 cr.)
S503 Secondary School Curriculum (3 cr.)
W310 Computer-Based Teaching Methods (3 cr.)
W531 Computers in Education (3 cr.)
W540 Computers in the Curriculum (3 cr.)

Reading and Literacy (3 cr)
Choose one:
L500 Instructional Issues in Language Learning (3 cr.)
L501 Critical Reading K-12 (3 cr.)
L504 Learner Literacy Difficulties (3 cr.)
L508 Teaching Adolescent Literature in a Diverse Society for Pre-Service
  English Teachers (3 cr.)
L511 Advanced Study in Teaching of Writing in Elementary Schools (3 cr.)
L512 Advanced Study in the Teaching of Writing in Secondary Schools (3 cr.)
L517 Advanced Study of Teaching Reading and Literacy (3 cr.)
L524 Language Education Issues in Bilingual and Multicultural Education (3 cr.)
L535 Teaching Adolescent Young Adult Literature (3 cr.)
L545 Advanced Study of Teaching Elementary Reading (3 cr.)
L559 Trade Books in the Elementary Classroom (3 cr.)
L567 Media in the Teaching of English (3 cr.)
L645 Organization and Administration of a School Reading Program (3 cr.)

Student Teaching (10 cr)
M550 Student Teaching: all grades Library Media: all grades (7 cr.)

Return to All Grades: K-12

Visual Arts (K-12)

This program features many conceptual as well as practical experiences at both the elementary and secondary level for teaching art, beginning with an introduction to the content of art teaching and continuing through two art methods courses. Student teaching is required to be completed at the secondary level, although under special arrangements students can do student teaching at both elementary and secondary levels.

This certification program prepares teachers to teach visual arts from kindergarten through high school levels in a variety of in-school and out-of-school settings. A bachelor’s degree with a 2.75 cumulative grade point average and in the visual arts area is considered minimal for entrance into the certification program.

In addition, a student may seek a master’s degree in art education while pursuing certification. Specific requirements for both the master’s degree and certification must be met, and students are required to work with both a faculty advisor for art education and a certification advisor.

Graduate certification students should take most of their courses at the graduate level if they wish to receive graduate credit toward a master’s degree.

Note: 15 credits is usually the maximum number of credits that can be earned as a certification-only student and still be used toward a master’s degree. Students should apply for the master’s degree before earning more than 15 credits in order to use further certification credits toward a master’s degree.

The certification requires courses in two categories: Professional Education and Content.

Professional Education

Computer Literacy (3 cr.)
W200 or a graduate equivalent (3 cr.)


Educational Psychology (3 cr.)
Choose one:
P510 Psychology in Teaching (3 cr.)
P515 Child Development (3 cr.)
P516 Adolescent Development (3 cr.)

Foundations (3 cr.)
Choose one:
H504 History of American Education (3 cr.)
H520 Education and Social Issues (3 cr.)
H525 Anthropology of Education (3 cr.)
H530 Philosophy of Education (3 cr.)
H540 Sociology of Education (3 cr.)

Exceptional Needs (3 cr.)
K505 Introduction to Special Education for Graduate Students (3 cr.)

Introduction to Art Education (4 cr.)
Z533 Arts and Crafts for Teachers (3 cr.) and   M101 Field Experience (1 cr.), Fall

Art Methods I-II (8 cr.)
Z531 Advanced Methods/Materials for Artistically Talented Students (3 cr.) and
  M301 Field Experience (1 cr.) (P or C: Z533), Fall
Z532 Advanced Methods/Materials/M401 (field experience) ( P: Z531) and
  M401 Field Experience (1 cr.), Spring

Reading and Literacy (3 cr.)
L517 Advanced Study of Content Reading and Literacy (3 cr.)

Student Teaching (10 cr.)
M550 Student Teaching: All Grades (10 weeks/10 cr.)

Content

The visual arts content area is the same as the undergraduate program and includes 48 credits of art course work with 34 credits minimum of studio and 15 credits minimum of art history and theory, and 12 cr. above 200 level. In addition to art foundations courses, the following is recommended:

  • 9 cr. in 2-D media, selected from: drawing, painting, printmaking, photography, digital technology art media
  • 9 cr. in 3-D media, selected from: ceramics, jewelry, fiber arts, sculpture
  • 6 cr. should indicate an emphasis in one 2-D or 3-D media area
  • 3 cr. in non-Western art history, selected from African art, Asian art, art of Native America, art of pre-Columbian Mesoamerica
  • 3 cr. in Western art, selected from Art of ancient Mediterranean (Egypt, Greece, Mesopotamia, North Africa); American art; art of any European country(e.g., French, Dutch, Italian, German), modern or contemporary art, history of a medium likely to be useful in teaching K-12 (sculpture or public art, photography, commercial design/technology); decorative arts
  • 3 cr. elective from above art history courses

Return to All Grades: K-12

Return to Preparation Programs for Initial Teaching License

Additions To Initial Teacher Licenses

Computer Education (K-12) Bloomington
English as a Second/New Language (ESL/ENL)
Exceptional Needs
Gifted and Talented
Kindergarten
Library Media (K-12)
Middle School/Junior High Mathematics Programs (Bloomington)
Linguistics
Reading Specialist: Level II (Bloomington), program pending

Computer Education (K-12) Bloomington

The Computer Educator License for Practicing Teachers (CEL-T) Program is a 15 credit hour curriculum at the graduate level resulting in an Indiana Computer Educator License. This program has been developed in order to provide current teachers in Indiana with an add-on computer educator license. The curriculum for this certification had its genesis in the previous Computer Endorsement Program and is designed to meet the same standards as the CEL program described above. This program has been tailored to meet the unique needs of practicing teachers by providing concrete opportunities to develop and utilize technology to enhance their current classroom activities and by providing opportunities to obtain knowledge, skills, and experiences relevant to educational technology leadership roles in K-12 settings. It involves a sequence of four courses focusing on educational technology issues, teaching methods, distance learning techniques, and leadership strategies, and includes an individually developed practicum project implemented at the participant’s school setting as the capstone activity.

R511 Instructional Technology Foundations (3 cr.)
R505 Workshop: Computer-Based Teaching Methods (3 cr.)
P506 Workshop: Distance Learning Pedagogy for K-12 Environments (3 cr.)
R531 Workshop: Leadership Issues in Educational Technology (3 cr.)
R586 Practicum in Instructional Systems Technology (3 cr.)

Return to Additions To Initial Teacher Licenses

English as a Second/New Language (ESL/ENL)

The Department of Language Education offers courses that qualify pre-service and in-service teachers for certification in ESL/ENL in the state of Indiana. Graduate students seeking ESL /ENL certification should contact Jeane Novotny at jnovotny [at] indiana [dot] edu. Students may be able to use appropriate courses from an undergraduate program to apply toward this addition.

Certification and professional development programs are aligned with the requirements for the master’s program in the department although a separate application for the master’s program is necessary. Asterisked (*) courses are recommended.

Foundations in Language (3 cr.)
Choose one:
*L539 Language Foundations for ESL /EFL (3 cr.)
LINGL503 Introduction to Linguistic Analysis (3 cr.)
SLST T510 Applied Traditional and Structural English Grammar (3 cr.)
SLST S532 Second Language Acquisition (3 cr.)
SPHS S539 Language Acquisition and Bilingualism in Children (3 cr.)

Literacy Foundations (3 cr.)
Choose one:
*L502 Socio-Psycholinguistic Applications to Reading Instruction (3 cr.)
L501 Critical Reading in the Content Area (3 cr.)

Foundations in Socio-Cultural Issues (3 cr.)
L524 Langue Issues in Bilingual & Multicultural Education (3 cr.)

ESL Literacy Methods (3 cr.)
Choose one:
*L541 Writing Instruction for TESL Teachers (3 cr.)
L504 Identifying and Working with Learner Literacy Difficulties (3 cr.)
L530 Topic: Reading Instruction for ESL Teaches (3 cr.)

Methods Classroom Application (total 6-7cr)
*L520 Advanced Study of Second/Foreign Language Teaching (3 cr.) and to
  include M501 Field Experience: ESL/ ENL (1cr) and
  *L540 ESL/EFL Approaches to Instruction & Assessment (3 cr.)
L530 Teaching ESL /FL to Young Learners (3 cr.)
L530 Materials Development for ESL/EFL (3 cr.)

Student Teaching IPracticum and Portfolio (1-6 cr.)
L525/M550 Student Teaching/Practicum: ESL (1-6 cr.)

(Licensed teachers, 1-3 cr./earning ESL certification with initial license, 6 cr.)

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Exceptional Needs (program under revision)

Special education concentration programs in teaching people with mild disabilities and emotional handicaps are offered at both the Bloomington and Indianapolis campuses. A program leading to certification in teaching people with severe mental handicaps is available at the Indianapolis campus. These programs enable students holding teaching licenses in either elementary or secondary education to add certifications in special education in various areas of specialization.

Students interested in these programs should contact the Special Education Program Office in Education 3211, Bloomington , IN 47405-1006 , (812) 856-8123, or the Office of Student Services in Education/Social Work 3131, Indianapolis, IN 46202-5155, (317) 274-0045.

Bloomington

Mild Intervention (33 cr.)
K505 Introduction to Special Education for Graduate Students (3 cr.),   prerequisite
K510 Assistive Technology in Special Education (3 cr.)
K520 Survey of Behavior Disorders (3 cr.)
K522 Teaching Social Skills (3 cr.)
K525 Assessment and Instruction (3 cr.)
K541 Transition Across the Life Span (3 cr.)
K545 Management of the Severely Emotionally Disturbed (3 cr.) P: K553
K548 Families, School, and Society (3 cr.)
K553 Classroom Management and Behavior Support (3 cr.)
K565 Collaboration and Service Delivery (3 cr.)
K595 Practicum in Special Education (1-6 cr.)

Indianapolis

Intense Intervention (30 cr.)
K505 Introduction to Special Education for Graduate Students (3 cr.)
K510 Assistive Technology in Special Education (3 cr.)
K530 Medical and Physical Management of Students with Severe Disabilities
  (3 cr.) IUPUI
K553 Classroom Management and Behavior Support (3 cr.)
K561 Curriculum and Methods for Students with Severe Disabilities I
   (3 cr.) IUPUI
K562 Curriculum and Methods for Students with Severe Disabilities II
  (3 cr.) IUPUI
K565 Collaboration and Service Delivery (3 cr.)
K573 Communication Interventions for Persons with Severe Disabilities
  (3 cr.) IUPUI
K595 Practicum in Special Education (6 cr.)

Merged Program in Special Education (33 cr.)
The Indiana University School of Education in Indianapolis offers a “merged” certification program in special education. Students who complete this program receive certification in both mild and intense intervention. Eligible candidates must be certified teachers.

Prerequisite (K505): Introduction to Special Education (3 cr.)
Seminar 1 (K548): Families in School and Society (3 cr.)
Seminar 2 (K553): Classroom Management and Behavior Support (3 cr.)
Seminar 3 (K565): Collaboration and Consultation (3 cr.)
Seminar 4 (K510): Technology Applications (3 cr.)
Seminar 5 (K525): Assessment and Instruction I—Mild (3 cr.)
Seminar 6 (K541): Transition across the Lifespan (3 cr.)
Seminar 7 (K590): Assessment and Instruction II—Intense (3 cr.)
Seminar 8 (K590): Interagency Collaborative and Behavioral Support (3 cr.)
Practicum 1 (K595): Mild Intervention (2 cr.)
Practicum 2 (K595): Intense Intervention: Significant Disabilities (2 cr.)
Practicum 3 (K595): Intense Intervention: Emotional Disabilities (2 cr.)

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Gifted and Talented

The School of Education in Bloomington offers a unique, integrated, 15 hour gifted and talented academic and art license program for K-12 teachers, administrators, graduate students and counselors. Five courses are required over two summers and are applicable for an Indiana license in Gifted and Talented Education.

The following courses are required:
W551 Education and Psychology of the Gifted and Talented (3 cr.)
W552 Curriculum for the Gifted and Talented (3 cr.) or
  Z530 Curriculum for Artistically Talented Students (3 cr.)
W553 Methods and Materials for Gifted and Talented (3 cr.) or
  Z531 Advanced Methods for Artistically Talented Students (3 cr.)
Z510 Arts for Exceptional Children (3 cr.)
W 595 Practicum: Gifted and Talented (3 cr.) or
  Z701 Art Education Practicum with Artistically Talented Students (3 cr.)

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Kindergarten (License Rules 46-47 only), Bloomington and IUPUI

In order to qualify to add a kindergarten endorsement to the teaching license, a candidate must hold either the early childhood standard or professional license or the elementary school standard or professional license under Indiana Teacher Licensing Rules 46 and 47.

Kindergarten (Bloomington)
Please contact Jeane Novotny, jnovotny [at] indiana [dot] edu, (812) 856-8584

E506 Curriculum in Early Childhood Education (3 cr.) Fall
E 525 Advanced Curriculum Study in Early Childhood Education
  R: E506 (3 cr.), Spring
E508 Seminar in Early Childhood Education relating to parent/child relations
  (3 cr.) Summer, or
  K549 Early Childhood Special Education Program Models (3 cr.)
HPER H263 Personal Health (3 cr.) (Fall, Spring, independent study)
M470 Kindergarten Practicum (3 cr.) (Fall, Spring, summer)

Kindergarten (IUPUI)
Please contact Jacqueline Blackwell, jblackwe [at] iupui [dot] edu, (317) 274-6830

E508 Seminar in Early Childhood Education (3 cr.) Summer
E590 Parent/ Family Involvement for 21st Century (3 cr.) Summer
  (Breeze—online live intensive class with special Internet assignments)
E506 Curriculum in Early Childhood Education (3 cr.) Fall
E525 Advanced Curriculum in Early Childhood Ed (3 cr.) Spring
  Prerequisite: EDUC E506 or consent
E509 Internship in Early Childhood Education (3 cr.)
  Summer Prerequisites: EDUC E506, EDUC E525, and EDUC E508

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Library Media (K-12)

Media Certification can help lead to meaningful careers. Job descriptions in the school systems are evolving with changes in technology. The School Media Specialist can contribute to positive change. Because this is an addition, the student must possess a teacher’s license. In addition, the student must apply to and meet the graduate admissions requirements for the Indiana University School of Library and Information Science at either Indianapolis or Bloomington. Visit www.slis.iupui.edu; contact Marilyn Irwin at IUPUI (317)278-2375 or Norika Hara in Bloomington at (812)855-2018; slis [at] indiana [dot] edu (or toll-free 866-758-6254).

Required courses (18 cr.)
S501 Information Sources and Services (3 cr.)
S504 Bibliographic Access and Control (3 cr.)
S571 Library Materials for Children and Young Adults (3 cr.)
S574 Information Inquiry for School Teachers (3 cr.)
S605 Internship in School Library Media Management (3 cr.)
S671 The School Media Specialist (3 cr.)

Instructional or Information Technology (9 cr.)
Choose from:
S554 Library Automation (3 cr.)
S573 Education of Information Users (3 cr.)
S533 Online Information Retrieval (3 cr.)
S532 Information Architecture for the Web (3 cr.)
S621 Audio and Video Information Resources (3 cr.)
S652 Digital Libraries (3 cr.)
S603 Workshops in Library and Information Science, such as Web Graphics; XML; LAAN; UNIX; Perl/CGI; Video Production; Grant Writing; or online courses through Indianapolis: Electronic Materials for Children, Collaboration for High Tech Learning (only 6 credits of S503 may count toward the M.L.S.).
S604 Special Topics in Library and Information Science such as Digital Collections; Media Resources; Advanced Internet and Web Design (3 cr.)
S620 Information Resources and Technologies for Patrons with Special Needs
(3 cr.)
Other technology courses as approved by an advisor

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Middle School/Junior High Mathematics Programs (Bloomington)

Mathematics (23 cr.)
MATH M211-M212 Calculus and Analytical Geometry I-11 (4,4 cr.)
EDUC N443 Teaching Elementary School Math Problem Solving (3 cr.)
EDUC N510 Topics in Middle Grades Math (3 cr.) Fall

Choose 9 cr from the following:
MATH K300 Statistical Techniques (3 cr.) or
  MATH K310 Statistical Techniques (3 cr.) or
  MATH M365 Introduction to Probability and Statistics (3 cr.)
MATH M330 Exploring Mathematical ideas (3 cr.)
MATH M380 History of Mathematics (3 cr.)
MATH T336 Topics in Euclidean Geometry (3 cr.)

For ELEMENTARY teachers adding mathematics at the middle school level, professional education (9 cr.):
S500 Field Based Seminar in Teacher Education (3 cr.)
S505 The Junior High and Middle School (3 cr.)
P516 Adolescent Development (3 cr.)

For SECONDARY teachers adding mathematics at the middle school level, additional mathematics (9cr):
MATH T101 Mathematics for Elementary Teachers I (3 cr.)
MATH T102 Mathematics for Elementary Teachers II (3 cr.) or
  EDUC N102 Mathematics for Elementary Teachers II (3 cr.)
MATH T103 Mathematics for Elementary Teachers III (3 cr.)
EDUC N103 Mathematics for Elementary Teachers (3 cr.)

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Reading License Program, Level I Bloomington: 24-27 cr

Language Education offers cources that qualify pre-service and in-service tachers for the additiona in reading with a focus at the elementary or seconary level. Students may beable to use appropriate courses from an undergraduate program to apply toward this addition. Students interested in working toward the level one addition are strongly encouraged to apply to the Language Education mater's program, as the reading addition courses can count towards the degree. Graduate students (including in-service teachers and pre-srvice graduate students) should contact Jeane Novotny (<span class="spamspan"><span class="u">jnovotny</span> [at] <span class="d">indiana [dot] edu</span></span>) for informatin about this program.


Reading methods (6 cr.)
L545 Advanced study in Teaching Reading (3 cr)
L504 Diagnosis in Language Difficulties (3 cr.)

Language Arts/Literacy at the appropriate developmental level of the license (3 cr.)
L549 Language Arts in the Elementary Schools (3 cr.) or L517 Advanced Study of Content Reading and Literacy (3 cr.)

Linguistics (6 cr.)
L502 Socio-Psycholinguistic Applications to Reading Instruction (3 cr.)
L507 Instructional Issues in Language Learning for Graduate Level Pre-Service English Teachers (3 cr.)

Literature at the appropriate developmental level of license (3 cr.)
L559 Tradebooks in the Elementary Classroom (3 cr.)
L535 Teaching Adolescent/Young Adult Literature (3 cr.)

Professionalism (3 cr.)
L509 Critical Issues for the Reading Professional (3 cr.)

Practicum (3-6 cr.)
L525 Practicum in Reading (3 cr.) for licensed teachers
M550 Practicum in Reading (6 cr.) for those receiving their first license
  concurrently

Indianapolis: 21 credit hours (program under development)

Students should complete the reading certification program at Indianapolis at the grade levels of their initial teaching license.

Elementary
L500 Instructional Issues in Language Learning (3 cr.)
L502 Socio-Psycholinguistics Applications to Reading Instruction (3 cr.)
L504 Identifying and Working with Learner Literacy Difficulties (3 cr.)
L524 Language Education Issues in Bilingual and Multicultural Education (3 cr.)
  or L532 Second Language Acquisition (3 cr.)
L525 Practicum in Language Education (3 cr.)
L559 Trade Books in the Elementary Classroom (3 cr.)

Elective (3 cr.)

Secondary
L500 Instructional Issues in Language Learning (3 cr.)
L501 Critical Reading, K-12 (3 cr.)
L502 Socio-Psycholinguistic Applications to Reading Instruction (3 cr.)
L504 Identifying and Working with Learner Literacy Difficulties (3 cr.)
L525 Practicum in Language Education (3 cr.)
L535 Teaching Adolescent/Young Adult Literature (3 cr.)

Elective (3 cr.)

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Reading Specialist: Level II (Bloomington)

The Reading Level II program (K-12) offered by the Department of Language Education at Bloomington prepares students for specialized and leadership positions in K-12 literacy education. For admission, the candidate will have completed the Reading Level I requirements (even if a Reading Minor was earned under earlier licensing rules) and the candidate must meet the admission criteria for a School of Educaiton master’s program. In addition, the candidate must complete one year of successful teaching experience that includes the teaching of reading as a significant part of the responsibility. Completion of a master’s degree is required by the time of application for the Indiana Reading Specialist license.

L501 Critical Reading Across the Content Areas, K-12 (3 cr.)
L524 Language Issues in Bilingual/Multicultural Education (3 cr.)
L650 Internship (3 cr.)
L690 Readings in Language Education (3 cr.)
L517 Advanced Study of Content Reading and Literacy (3 cr.) (for elementary
  teachers with a Reading I license)
, or
  L549 Advanced Study in the Teaching of Language Arts in the Elementary
  Schools (3cr) (for secondary teachers with Reading I license)

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School Service Personnel Licenses

Following are the initial licensure program requirements for school counselor, school psychologist, and school speech, language, and hearing clinician. In addition, a school nurse licensure program is available from the IU School of Nursing at IUPUI (see School of Nursing Bulletin ). A school social worker licensure program is available from the IU School of Social Work at IUPUI (see Social Work Bulletin).

School Counselor
School Psychologist
Speech, Language, Hearing Clinician License

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School Counselor

In order to be licensed as a school counselor in the state of Indiana, the student must earn a master’s degree in counseling (school specialization). See Master of Science in Education Degree for the required course work for a master’s degree in counseling.

Students interested in becoming licensed as school counselors in the state of Indiana should contact the counseling program at the School of Education 4003, Bloomington, IN 47405-1006, (812) 856-8305 or Education/Social Work 3115, Indianapolis, IN 46202-5155 (317) 274-6801.

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School Psychologist

This program is offered at Bloomington. To be licensed as a school psychologist through IU, the student must earn either an Ed.S. or Ph.D. degree with a major in school psychology and be recommended by the director of the School Psychology Training Program to the School of Education certification officer. A core set of courses is required, and the student may select from other courses to meet program requirements. In some cases, a particular course may meet two requirements simultaneously.

Students receiving the Ed.S. and doctoral degrees must complete a minimum of 65 credit hours and 90 credit hours of graduate credit, respectively. The Ed.S. and Ph.D. programs are fully approved by the National Association of School Psychologists, and the Ph.D. program is fully accredited by the American Psychological Association. A student who successfully completes either program and receives a passing score on the National School Psychology Examination is automatically eligible for endorsement as a Nationally Certified School Psychologist (NCSP). The NCSP is accepted by the Indiana Professional Standards Board as one alternative for receiving a license as a school psychologist. The NCSP also is accepted by several other states for licensure as a psychologist in the public schools. Persons interested in this program should contact the department at Education 4008, Bloomington, IN 47405-1006, (812) 856-8332.

The following courses are required for licensure, which may vary according to degree objective:

School Psychology (29 cr.)
P591 Seminar and Practicum in School Psychology (4 cr.)
P592 Seminar and Practicum in School Psychology II (4 cr.)
P595 Practicum in School Psychology (4 cr.)
P650 Psychological Issues in Cultural Diversity (3 cr.)
P682 Developmental Psychopathology of Childhood and Adolescence (3 cr.)
P680 Seminar in School Psychology (2 cr.)
P691 Seminar in Personality and Behavioral Assessment (3 cr.)
P692 Seminar in Therapeutic Interventions with Children (3 cr.)
P695 Practicum in Personality and Behavioral Assessment (2 cr.)
P696 Practicum in Therapeutic Interventions with Children (2 cr.)
P596 Internship in School Psychology I or
  P699 Internship in School Psychology II (2 cr.)

Human Development (3 cr.)
P623 Advanced Child Development

Nature of Exceptional Children (3 cr.)
K505, K520, or K780

Remedial Education (3 cr.)
K500 or elective

Behavioral Interventions (3 cr.)
K553 or elective

Educational Foundations (3 cr.)
J630, H530, A408, or elective

Learning (3 cr.)
P530, P540, P550, or elective

Social Bases of Behavior (3 cr.)
P566

Interventions (6 cr.)
G502, G522, G523, G532, G622, P575, or electives

Research Methods (6 cr.)
Y502 and Y520

Electives (9 cr.)

Note: The Ed.S. internship must be full time for a minimum of one school year. At least half of the internship must be in a school setting. The other half may be in a child guidance center, mental health facility, or other setting where psychological and educational services are provided to children or their families. Students seeking the doctoral degree must complete a 12-month internship. The internship must be supervised by an appropriately licensed or certified psychologist with a minimum of three years experience, and by a faculty member at Indiana University.

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Speech, Language, Hearing Clinician License

This program is offered at Bloomington. Students interested in becoming licensed as a school-based speech, language, hearing clinician in the state of Indiana must achieve the master’s degree in speech and hearing sciences. Specific information about the requirements of this degree may be obtained by contacting the Academic Office, Department of Speech and Hearing Sciences, 200 S. Jordan Avenue, Bloomington, IN 47405 or by calling (812) 855-4202.

In addition to the speech and hearing course work for the degree, students must also take M463/M401 and M550 to be eligible for licensure by the Indiana Professional Standards Board.

Courses

M463 Methods in Speech and Hearing Therapy (3 cr.)
Emphasis on school organizational patterns and administrative policies; relevant federal and state legislation; caseload determination; and service delivery models. Offered during the first eight weeks of each semester.

(The course described above presents information, models, and organizational/administrative procedures for delivering services to communicatively disordered persons in public schools. It examines federal and state legislative prerequisites for school-based communication disorders programs. With emphasis on collaboration as a service delivery model, the course utilizes a case-based approach to discuss major aspects of program management.)

M401 Laboratory/Field Experience
Observation of a public school communication disorders program.

M550 Practicum
Eight-week, full-time practicum experience in a public school communication disorders program.

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School Administrator Licenses

Note: Because of changes in the requirements of the Division of Professional Standards, the administrator licensing program is subject to change at any time. Please check with the Educational Leadership program or the Department of Educational Leadership and Policy Studies for the most current requirements.

Building Administration K-12, Initial License
Director of Curriculum
Director of Exceptional Needs License
School Superintendent License

Building Administration K-12, Initial License

This program is for students with a master’s degree, a valid classroom teaching license (instructional), and a minimum of two years of classroom teaching experience in a state-accredited school. To be admitted to this program, students must have a 2.75 undergraduate and a 3.0 graduate grade point average (GPA) and must submit a goal statement and two letters of recommendation. To receive the K-12 building administration license, individuals completing this program are also required to achieve a qualifying score on the ETS School Leaders Licensure Assessment (www.ets.org/sls). Candidates for a building administration license must hold a standard teaching license, a proficient practitioner license, or a valid out-of-state equivalent license.

Licensure requires the completion of 24 credit hours, at least 12 of which must be taken on the Bloomington or Indianapolis campus. Students must achieve a GPA of at least 3.0 in all course work taken at Indiana University toward licensure. Since this licensure-only program does not involve the awarding of a degree, regulations governing course recency do not apply.

Students interested in this program should contact Education 4228, Bloomington, IN 47405-1006, (812) 856-8365. For information on the Indianapolis program, call (317) 278-5739.

Individuals completing administrative programs are required by the Indiana Professional Standards Board to complete an induction program during their first two years of service as an administrator. See www.doe.state.in.us/dps or call 1-866-542-3672. Completion of the two-year induction program will result in eligibility for the five-year proficient practitioner license. Questions about licensure can be directed to:

Division of Professional Standards Board
101 West Ohio
Suite 300
Indianapolis , IN 46204
(317) 232-9010
www.doe.state.in.us/dps.

Completion of the following standards-based, performance-driven courses results in fulfilling the ISLLC standards for educational leaders:

A500 Introduction to Educational Leadership (3 cr.)
A510 School-Community Relations (3 cr.)
A515 Educational Leadership: Teacher Development and Evaluation (3 cr.)
A608 Legal Perspectives on Education (3 cr.)
A624 Educational Leadership: The Principalship K-12 (3 cr.)
A635 Public School Budgeting and Accounting (3 cr.)
A695 Practicum in Educational Leadership (3 cr.)
J500 Instruction in the Context of Curriculum (3 cr.)

See also the section on the M.S. in Educational Leadership, which also meets licensure requirements.

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Director of Curriculum

Educational Leadership (12 cr.)
A600 Problems in Educational Leadership (3 cr.)
A653 Organizational Context of Education (3 cr.)
A671 Planning and Change in Educational Organization (3 cr.)
A672 Moral Dimensions of Leadership (3 cr.)

Curriculum Courses (9 cr.)
J630 Curriculum Theory and Practice (3 cr.)
J637 Curriculum Development Process (3 cr.)
J670 Curriculum History of Thought in the United States (3 cr.)

Educational Psychology (9 cr.)
Y527 Educational Assessment and Psychological Measurement (3 cr.)
P540 Learning and Cognition in Education (3 cr.)
Learning and Developmental Sciences/Educational psychology elective (3 cr.)

Field Based Practicum will emerge from A672 and J637

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Director of Exceptional Needs License

This program is offered at Bloomington. Candidates must hold a professional license in one of the following areas: special education, communication disorders, or school psychology. School psychology and communication disorders majors will require 12 credit hours of special education course work. Special education majors will require 8 credit hours of special education course work. Students interested in this program should contact Leonard Burrello, Education 4222, Indiana University, Bloomington, IN 47405-1006, (812)856-8365.

Completion of the following standards-based, performance-driven courses results in fulfilling the ISLLC standards for educational leaders:

Educational Leadership (18 cr.)
A500 Introduction to Educational Leadership (3 cr.) or
  A653 Organizational Context of Education (3 cr.)
A608 Legal Perspectives on Education (3 cr.)
A635 Public School Budgeting and Accounting (3 cr.) (this course is preferred)
  or A630 Economic Dimensions of Education (3 cr.)
A675 Leadership in Special Education (3 cr.)
A735 Building Unified Systems Inclusive of Students with Disabilities (3 cr.)
A695 Practicum in Educational Leadership (3 cr.)

Special Education (8 cr./12 cr.) for school psychology and communication disorders majors)
To be selected in consultation with the faculty advisor. Should include K525 Assessment and Instruction (3 cr.)

Program Evaluation and Curriculum Assessment (3 cr.)
J660 Evaluation of School Programs (3 cr.) or
  Y535 Evaluation Models and Techniques (3 cr.)

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School Superintendent License

This program is available at Bloomington. Eight courses beyond those required for Building Level Administration are required for the superintendent license. The holder of this license is also eligible to become building administrator of any school that contains grades in which he or she has at least three years of teaching experience. Candidates must hold a professional teacher’s license and must complete an Ed.S. or Ed.D. degree to receive the superintendent license.

At least 12 credit hours must be taken on the Bloomington or Indianapolis campus. Completion of the following standards-based, performance-driven courses results in fulfilling the ISLLC standards for educational leaders:

A510 School-Community Relations (3 cr.)
A515 Educational Leadership: Teacher Development and Evaluation (3 cr.)
A608 Legal Perspectives on Education (3 cr.)
A630 Economic Dimensions of Education (3 cr.)
A635 Public School Budgeting and Accounting (3 cr.)
A638 Public School Personnel Management (3 cr.)
A640 Planning Educational Facilities (3 cr.)
J630 Curriculum Theory and Practice (3 cr.)
A785 Internship in Educational Leadership (3 cr.) [this requirement may be
  waived for those with appropriate central office experience]

One course from the following:
A560 Political Perspectives of Education (3 cr.)
A600 Problems in Educational Leadership (3 cr.)
A653 Organizational Context of Education (3 cr.)
S505 The Junior High and Middle School (3 cr.)

One course in each of the following areas:
Educational psychology
History, philosophy, or sociology of education
Educational measurement and assessment of students

A minimum of 12 credit hours in a teaching field and/or fields related to educational leadership.

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Last updated: 17 April 2014 20 44 58

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