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2004-06 IUPUI Campus Bulletin

The policies, regulations, and course descriptions that appear in this edition of the Bulletin are for the academic years specified. Curricular requirements are for students who entered the university or were admitted to a degree program during these specific academic years. As the "bulletin year" (the student's entry year) will be defined differently from school to school at IUPUI, consult your academic advisor to be sure you are using the appropriate edition of the Bulletin.

While every effort is made to provide accurate and current information, IUPUI reserves the right to change without notice statements in this bulletin concerning rules, policies, fees, curricula, courses, or other matters. Consult your academic advisor to learn if changes have occurred that may affect you.

History of the School of Education

Mission of the School of Education

Program Framework

Program Format

Requirements for Admission to the Undergraduate Program

Academic Expectations

Academic Policies and Procedures

Appeals

School Awards and Scholarships

School Organizations

General Education

Professional Education

Student Teaching

Degree Tracks and Program Requirements

Statement on Graduate Programs

IUPU Columbus

Undergraduate Courses in the School of Education

School of Education Administrative Officers and Faculty




History of the School of Education

Indiana University has been preparing teachers since 1851. The first “Department of Pedagogy” was part of what is now the College of Arts and Sciences in Bloomington. In 1908 a formal School of Education was established, and in 1923 the school became autonomous from the College of Arts and Sciences. The first B.S. in education was awarded in 1925.

Education classes have been offered in Indianapolis since 1914, when the Extension Division of Indiana University was founded. Enrollments and course offerings in Indianapolis grew steadily and by 1969 it was possible to earn a bachelor’s degree in education at Indianapolis. In 1969, regional campuses of Indiana University and Purdue University merged to form IUPUI. In 1972 the IUPUI Division of Education was formally established with offices in the Marrott Building on North Meridian Street. In 1975 the School of Education in Bloomington and the Division of Education in Indianapolis merged to become a single School of Education with two campuses, and the School of Education at IUPUI moved into a new Education/Social Work Building at 902 West New York Street.

Today, Indiana University’s School of Education is one of America’s most respected educational institutions for the preparation of teachers, administrators, and specialists in all areas of education. The School of Education has full equality with the other professional schools of the university and grants the degrees of Bachelor of Science in Early Childhood Education, Bachelor of Science in Education, Master of Science in Education, Specialist in Education, and Doctor of Education. Students may earn the B.S. degree in education entirely at IUPUI. IUPUI offers select graduate programs in education and enrolls a growing number of doctoral students. The Indiana University School of Education at IUPUI awards nearly 300 degrees annually, and boasts well over 10,000 alumni.

Mission of the School of Education

The mission of the Indiana University School of Education at IUPUI is to offer challenging undergraduate and graduate programs that prepare reflective, caring, and highly skilled professionals for diverse urban educational settings. Through ongoing collaboration and interdisciplinary partnerships, we are dedicated to advancing teaching and learning practices, informing educational theory and research, and influencing state and federal education policy.

Accreditation

The School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE) and by the North Central Association of Colleges and Secondary Schools. In addition, the Indiana Professional Standards Board has approved all teacher education programs offered through the School of Education at IUPUI.

Title II

In 1998, the U.S. Congress enacted an amendment to the Higher Education Act that required a testing process for all teacher education programs. For the 2000–2001 cohort of program completers, the School of Education at IUPUI had an institutional pass rate of 90 percent on aggregate basic skills tests and a 98–100 percent aggregated pass rate on content area tests.

Program Framework

The School of Education has integrated the campus “Principles of Undergraduate Learning” and the various state and national frameworks for beginning teachers into the IUPUI “Principles of Teacher Education.” These principles provide the conceptual framework for all undergraduate degree and licensure programs.

Principles of Teacher Education

Principle 1: Conceptual Understanding of Core Knowledge

Definition: The ability of teachers to communicate and solve problems while working with the central concepts, tools of inquiry, and structures of different disciplines. For prospective secondary teachers this means developing rich expertise within their chosen discipline.

This principle is demonstrated by the ability to:

  • Set learning goals that reflect command of the subject matter.
  • Design and implement instruction that develops students’ conceptual frameworks.
  • Interact with learners, providing accurate and in-depth information.
  • Improve learners’ communication and quantitative skills through meaningful learning engagements.
  • Model effective communication and problem solving.
  • Use a variety of media and technology.
  • Distinguish high quality educational materials.
  • Write and speak with clarity.

Principle 2: Reflective Practice

Definition: The ability of teachers to step outside of the experiences that make up teaching and to analyze and critique from multiple perspectives the impact of these experiences and contexts.

This principle is demonstrated by the ability to:

  • Explain the principles that guide teaching.
  • Demonstrate teaching as an inquiry process, collecting and analyzing data about students’ learning and generating plans designed to support student learning.
  • Entertain multiple perspectives.
  • Self-assess from multiple perspectives.
  • Collect information through observation of classroom interaction.
  • Assess learners’ development and knowledge.
  • Use assessment processes appropriate to learning outcomes.
  • Invite learners to employ multiple approaches, solutions, and diverse pathways to learning.

Principle 3: Teaching for Understanding

Definition: The ability of teachers to draw on their knowledge and frameworks to plan, implement, and assess effective learning experiences and to develop supportive social and physical contexts for learning.

This principle is demonstrated by the ability to:

  • Set clear goals for learning experiences.
  • Establish suitable classroom routines.
  • Provide learners with meaningful choices.
  • Create a collaborative, supportive social environment.
  • Engage learners in generating knowledge and testing hypotheses.
  • Help learners articulate their ideas and thinking processes.
  • Use multiple strategies that engage students in active learning.
  • Encourage learners to see, question, and interpret ideas from diverse perspectives.
  • Convince learners to assume responsibility for themselves and for their own learning.
  • Motivate all children to learn.
  • Create an inviting, interactive learning environment.
  • Ask questions that promote learning.
  • Build on children’s prior knowledge.

Principle 4: Passion for Learning

Definition: The ability of teachers to continually develop their own complex content and pedagogical knowledge and to support the development of students’ habits of continual, purposeful learning.

This principle is demonstrated by the ability to:

  • Synthesize and teach complex concepts and networks of knowledge.
  • Learn about learners and teaching through reflective practice.
  • Recognize and support learners’ intellectual, social, and personal growth.
  • Support learners with special needs.
  • Engage learners in multiple ways of knowing.
  • Convey reasonable, but high and positive expectations for learner achievement.
  • Integrate the disciplines to create meaningful curriculum.
  • Give learners opportunities to solve community problems and to make authentic choices.
  • Provide learners with access to learning opportunities.
  • Seek help from other professionals when needed.
  • Engage in personal inquiry to construct content knowledge and skills.

Principle 5: Understanding School in the Context of Society and Culture

Definition: The ability of teachers to value and to teach about diversity; to recognize the impact of social, cultural, economic, and political systems on daily school life; and to capitalize on the potential of school to minimize inequities.

This principle is demonstrated by the ability to:

  • Act as a change agent.
  • Communicate in ways that demonstrate a sensitivity to a broad range of diversity.
  • Mediate when learners need help to resolve problems or change attitudes.
  • Collaborate with parents, teachers, administrators, and other community members involved in the lives of students.
  • Embed knowledge of community into teaching.
  • Challenge negative attitudes.

Principle 6: Professionalism

Definition: The ability of teachers to be active contributors to professional communities that collaborate to improve teaching and student achievement by developing shared ethics, standards, and research-based practices.

This principle is demonstrated by the ability to:

  • Articulate the ethical principles guiding professional conduct.
  • Demonstrate and document standards-based practice in the classroom.
  • Stay current in terms of research on pedagogy and content areas.
  • Participate in professional organizations and resource networks beyond the school.
  • Dialogue with colleagues about issues that are complex and difficult.
  • Give presentations for other professionals.
  • Initiate activities such as teacher research, study groups, and coaching to improve the teaching and learning of a school community.
  • Promote positive attitudes.
  • Facilitate decision making.
  • Operate on democratic principles.

Program Format

The undergraduate teacher education program is called “Learning to Teach/Teaching to Learn.” The program has several distinct elements:

  1. A recommended sequence of general education,
  2. A professional education component, and
  3. Student teaching or other supervised practicum experience.

For secondary education majors or those pursuing license to teach at the secondary level, preparation in the teaching area or an academic major constitutes a fourth distinct program component. Each component is briefly described below; additional detail is provided later in the bulletin.

General Education

“General education” refers to courses and other experiences that lay the foundation for IUPUI students to evidence progress toward the IUPUI “Principles of Undergraduate Learning.” There is a focus on building skills in written and oral communication, information technology, inquiry, science, literature, quantitative reasoning, and both global and democratic perspectives.

The general education requirements for elementary majors define the strong generalist preparation that is imperative for elementary teachers. Students are encouraged to complete a program of general education by enrolling in course clusters or learning communities designated for education majors whenever they are available. In particular, students are urged to follow the general education template for the first 30 credit hours of their program. The sequence has been planned to provide the strongest foundation in learning and to build the most powerful connections between the content of the individual courses.

Professional Education  The professional education component of “Learning to Teach/Teaching to Learn” develops the knowledge, disposition, and skills required for entry to the profession. Some courses focus on knowledge, dispositions, and skills that underlie all teacher education regardless of the developmental focus. Other courses and field experience focus on what it takes to promote effective teaching and learning at a particular developmental level or in a particular school setting. At IUPUI, the professional education component (41-42 credit hours) is not a collection of isolated courses, but rather a carefully articulated program of study. Courses are taken in blocks and in a prescribed order.

Teaching Area  Candidates pursuing a secondary (middle school/high school) or all-grades license must meet the content standards for the disciplines or subject areas they intend to teach. Typically, this is done by completing 36-51 credit hours in a major with appropriate supporting areas. Elementary majors’ general education component includes a requirement for an academic concentration in a selected area of study. The concentration is intended to be responsive to the interests and talents of individual students and to the public expectation that all teachers will have some area of particular expertise. Course lists for concentrations are available from Education Student Services.

Student teaching  Student teaching represents the culminating experience in the Learning to Teach/Teaching to Learn program. By assuming full responsibility for a class of students, candidates demonstrate their achievement of standards, and reflect both on student learning and on their own effectiveness as teachers.

At IUPUI, all students are prepared to teach at two developmental levels and can expect to complete two separate student teaching assignments.

The School of Education has programs leading to licensure in the following areas:

Bachelor of Science in Education

Early Childhood (Ivy Tech articulation only)

Elementary Education

Elementary/Middle School Education

Secondary Education

English

Foreign Language: French, German, Spanish

Mathematics (Purdue School of Science)

Science (Purdue School of Science)

Social Studies

All-Grade Education

Art (Herron School of Art)

Physical Education (School of Physical Education)

Dual Licensure Programs

Adaptive Physical Education (only available with  Physical Education program)

Computers

English as a New Language (ENL)

Exceptional Needs

Health (only available with Physical Education program)

Reading

Certification Programs

Coaching

Drivers Education

Indiana License Types and Coverage

IUPUI’s educator preparation programs at both the graduate and undergraduate level were developed to meet the license framework adopted by the Indiana Professional Standards Board (IPSB) in 1999. The new framework establishes requirements not in terms of courses to be taken, but rather in terms of the standards that program graduates are expected to meet. The license framework addresses the principles set forth by the Interstate New Teacher Assessment and Support Consortium (INTASC) and includes both content standards for different subjects and teaching areas, and developmental standards associated with particular educational settings (early childhood, elementary, middle school, high school).

IUPUI offers programs leading to the following licenses:

Early Childhood License

The School of Education at IUPUI and Ivy Tech have an articulation agreement that allows students who are completing the articulated Associate of Science degree in Early Childhood Education at Ivy Tech with an overall GPA of 2.50 or higher to build on this degree to complete a Bachelor of Science degree in elementary education at IUPUI. This program prepares students to teach Pre-K–third grade.

Students cannot start the IUPUI program until the Ivy Tech degree is completed. All three parts of the PRAXIS I: PPST must be passed before a student can begin the program. Students interested in this program should contact an advisor in the School of Education to discuss the program.

Elementary License

Preparation to teach kindergarten through sixth grades

Developmental Standards: Early Childhood and Middle Childhood

School Settings: Elementary; Primary and Elementary; Intermediate

Content Standards: Elementary; Primary Generalist and Elementary; Intermediate Generalist

Elementary/Middle School License

Preparation to teach third grade through eighth grade

Developmental Standards: Middle Childhood, and Early Adolescence

School Settings: Elementary: Intermediate, and Middle School/Junior High School

Content Standards: Generalist: Middle Childhood, Generalist: Early Adolescence, and two of the following:Language Arts, Social Studies, Science, Mathematics

Middle School/High School Content Area License

Preparation to teach sixth through twelfth grades in a particular content area

Developmental Standards: Early Adolescence and Adolescence/Young Adult

School Setting: Middle School/Junior High School and High School

Content Standards: Language Arts, Social Studies, Science, Mathematics, or Foreign Language

All-Grades License

Preparation to teach kindergarten through twelfth grades

Developmental Standards: Early Childhood, Middle Childhood, Early Adolescence, and Adolescence/Young Adult

School Settings: Elementary; Primary, Elementary; Intermediate, Middle School/ Junior High School; and High School

Content Standards: Fine Arts, Health and/or Physical Education

Exceptional Needs License

Preparation to teach children with special needs

The program requires that this license be coupled with one of the licenses above. The developmental standards and school setting of the license will be the same as the partner license.

Content Standards: Exceptional Needs

Dual Licensure Programs

Students may complete any of the following dual programs in conjunction with one of the licensure programs listed above. The developmental standards and school setting of the license will be the same as the partner license except for all gradae programs where the dual license will be for middle school and high school only.

Computer Education Dual License

Preparation to teach computer education

Content Standard: Computer Education

English as a New Language (ENL) Dual License

Preparation to teach children whose first language is not English

Content Standard: English as a New Language

Exceptional Needs Dual License

Preparation to teach children with special needs

Content Standard: Exceptional Needs

Health Dual License

Preparation for Physical Education majors to teach health education

Content Standard: Health Education

Reading Dual License

Provides extra expertise in the teaching of reading

Content Standard: Reading

The School of Education at IUPUI also offers programs at the graduate level that lead to the following licenses:

  • School Services (Counselor)
  • Building-Level Administrator
  • District-Level Administrator
This page last modified on July 27 2006
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