Congratulations! You are on your way to becoming a teacher. This page is dedicated to current Transition to Teaching students, providing resources as you progress through the program towards your Indiana teaching license and your own classroom!
A study of the historical, philosophical, and sociological foundations of education. The organization, role, and funding of the public school (K-12) in a multicultural society are examined. Topics include court cases related to education, INTASC principles, concepts of teaching, lesson planning, educational technology, and educational ethics. The course also includes an introduction to candidate portfolio.
Field Experience | 20–24 hours |
Textbook | Introduction to Teaching: Becoming a Professional, 7th Edition |
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Anita Watkins
|
The study and application of learning theories, psychological concepts, and principles to the teaching-learning process. Cognitive, affective, and psychomotor aspects of the teaching-learning process are considered. Other topics included are statistics, tests and measurement, teaching models, principles of assessment, lesson planning, issues related to diverse student populations, motivation, and classroom management.
Field Experience | 8–10 hours |
Textbook | Using Educational Psychology in Teaching, 11th Edition |
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Pam Medows
|
This course is designed to prepare the teacher for the challenge of meeting the needs of diverse student populations in the regular classroom. Various topics included are diverse student populations, mainstreaming and inclusion, federal and state special education laws, identification of exceptional children, their characteristics and special needs, delivery of services, instructional methods and techniques, and evaluation.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | Teacher interview |
Textbook | Exceptional Lives: Practice, Progress, and Dignity in Today’s Schools, 9th Edition |
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Amy Blake
|
A content-methods course for elementary teacher preparation which is a study of number systems, operations, geometry, measurement, data analysis/probability, and state accountability requirements in math (NCLB). There is a special reference to teaching materials, laboratory methods, and pedagogy, including classroom use of manipulatives and technology.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | 4–5 hours |
Textbook | Understanding the Math You Teach: Content and Methods for Prekindergarten Through Grade Four |
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Lisa Adkins
|
This course is designed to assist candidates preparing for the elementary classroom in developing practical skills and techniques for organizing the classroom and maintaining effective discipline. Candidates develop a plan for discipline and classroom management which utilizes a proactive approach based on positive ethical practices consistent with Christian and democratic principles. Several widely accepted discipline theories along with the study of legal implications for teachers are used in conjunction with observations and case studies to assist candidates in developing effective discipline plans.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | 3 hours |
Textbooks | |
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Lisa Adkins
|
This course is an examination of current methods, materials, and media used in teaching and assessing literature in a multicultural society. Literacy skills instruction and the development of literacy reading skills are studied in relationship to the total range of student needs. Topics include how language is acquired and developed, reading process, hierarchy of reading skills, technology to instruct and reinforce reading skills, and methods used to instruct reading.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | 12-hour field component |
Textbooks |
*No online component required |
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Christina Ward
|
This course is designed to examine current methods, materials, and media used in teaching literacy for grades 3-6 and to assist classroom teachers in the knowledge, operation, and execution of diagnostic tools to assist reading problems of elementary school children in these grades. Teaching methodologies in language art and literature-based programs are addressed. Students prepare plans of correction for elementary school children’s weaknesses in reading.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | 10-hour tutoring component |
Textbooks |
*These texts do not require you to purchase access to the publisher’s online website. |
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Christina Ward
|
An integrative approach of utilizing a variety of effective instructional methods and resources with content areas appropriate for elementary children. Strategies for working with diverse student populations and incorporating current technology are included. Topics include development of thematic units, implementation of various instructional strategies, lesson planning, and integration of elementary subject areas.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | 1 hour |
Textbook |
The Wild Card: 7 Steps to an Educator Creative Breakthrough by Hope and Wade King
*No online component required |
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Lisa Adkins
|
Student teaching is a ten week full-time teaching experience under the supervision of public and/or private school and college personnel. Candidates will create lesson plans/units and gain experience using appropriate assessment and discipline strategies. A portfolio is required to obtain credit. A student teaching application (Elementary, Secondary, P-12, Mild, TESOL) should be submitted a full semester before the anticipated start date of the student teaching experience. All courses in the TTT program are to be successfully completed before candidates can be approved for student teaching.
Prerequisites | (a) Approval by the Teacher Education Committee (b) Completion of all required program courses |
Field Experience | 10 weeks of full-time student teaching |
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April Dickey
|
Meet Kelly, a 5th grade teacher who is making a difference.
For Kelly, going back to school had to fit around being a single mom and working two jobs – and it did!
“A great program—very reasonable amount of work and time. I could do it from home. It was perfect!”
You’ll take 7 classes to become a middle school or high school teacher. Students typically complete the program in 12 to 18 months.
A study of the historical, philosophical, and sociological foundations of education. The organization, role, and funding of the public school (K-12) in a multicultural society are examined. Topics include court cases related to education, INTASC principles, concepts of teaching, lesson planning, educational technology, and educational ethics. The course also includes an introduction to candidate portfolio.
Field Experience | 20–24 hours |
Textbook | Introduction to Teaching: Becoming a Professional, 7th Edition |
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Anita Watkins
|
The study and application of learning theories, psychological concepts, and principles to the teaching-learning process. Cognitive, affective, and psychomotor aspects of the teaching-learning process are considered. Other topics included are statistics, tests and measurement, teaching models, principles of assessment, lesson planning, issues related to diverse student populations, motivation, and classroom management.
Field Experience | 8–10 hours |
Textbook | Using Educational Psychology in Teaching, 11th Edition |
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Pam Medows
|
This course is designed to prepare the teacher for the challenge of meeting the needs of diverse student populations in the regular classroom. Various topics included are diverse student populations, mainstreaming and inclusion, federal and state special education laws, identification of exceptional children, their characteristics and special needs, delivery of services, instructional methods and techniques, and evaluation.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | Teacher interview |
Textbook | Exceptional Lives: Practice, Progress, and Dignity in Today’s Schools, 9th Edition |
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Amy Blake
|
Designed to provide practical procedures for developing effective reading skills at the junior high, middle, and secondary school levels. Attention centers on understanding the relationships between the processes of reading and the learning of content. Suggestions on how to meet the total range of student reading needs in the classroom are addressed. Methods and materials to enhance advanced comprehension and study skills of adolescents in a multicultural society are presented.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | 3–6 hours |
Textbook | Content Area Reading: Literacy and Learning Across the Curriculum, 13th Edition |
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Neva Schwartz
|
This course is designed to assist candidates preparing for the secondary or P-12 classroom in developing practical skills and techniques for organizing the classroom and maintaining effective discipline. Candidates develop a plan for discipline and classroom management which utilizes a proactive approach based on positive ethical practices consistent with Christian and democratic principles. Several widely accepted discipline theories along with the study of legal implications for teachers are used in conjunction with observations and case studies to assist candidates in developing effective discipline plans.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | Principal/teacher interviews |
Textbook |
Building Classroom Management: Methods and Models, 12th edition
*No online component required. |
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Neva Schwartz
|
This course is designed for secondary education/P-12 candidates in the Transition to Teaching program. All aspects of planning, current effective teaching strategies, and evaluation of individual progress utilizing both traditional and non-traditional assessments are discussed. Aspects of adolescent literacy are included. Content specific assignments are included.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | 12–15 hours |
Textbook |
Teaching in the Middle and Secondary Schools, 11th Edition
*eText required |
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Pam Jordan-Long
|
Student teaching is a ten week full-time teaching experience under the supervision of public and/or private school and college personnel. Candidates will create lesson plans/units and gain experience using appropriate assessment and discipline strategies. A portfolio is required to obtain credit. A student teaching application (Elementary, Secondary, P-12, Mild, TESOL) should be submitted a full semester before the anticipated start date of the student teaching experience. All courses in the TTT program are to be successfully completed before candidates can be approved for student teaching.
Prerequisites | (a) Approval by the Teacher Education Committee (b) Completion of all required program courses |
Field Experience | 10 weeks of full-time student teaching |
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April Dickey
|
A study of the historical, philosophical, and sociological foundations of education. The organization, role, and funding of the public school (K-12) in a multicultural society are examined. Topics include court cases related to education, INTASC principles, concepts of teaching, lesson planning, educational technology, and educational ethics. The course also includes an introduction to candidate portfolio.
Field Experience | 20–24 hours |
Textbook | Introduction to Teaching: Becoming a Professional, 7th Edition |
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Anita Watkins
|
The study and application of learning theories, psychological concepts, and principles to the teaching-learning process. Cognitive, affective, and psychomotor aspects of the teaching-learning process are considered. Other topics included are statistics, tests and measurement, teaching models, principles of assessment, lesson planning, issues related to diverse student populations, motivation, and classroom management.
Field Experience | 8–10 hours |
Textbook | Using Educational Psychology in Teaching, 11th Edition |
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Pam Medows
|
This course is designed to prepare the teacher for the challenge of meeting the needs of diverse student populations in the regular classroom. Various topics included are diverse student populations, mainstreaming and inclusion, federal and state special education laws, identification of exceptional children, their characteristics and special needs, delivery of services, instructional methods and techniques, and evaluation.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | Teacher interview |
Textbook | Exceptional Lives: Practice, Progress, and Dignity in Today’s Schools, 9th Edition |
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Amy Blake
|
Designed to provide practical procedures for developing effective reading skills at the junior high, middle, and secondary school levels. Attention centers on understanding the relationships between the processes of reading and the learning of content. Suggestions on how to meet the total range of student reading needs in the classroom are addressed. Methods and materials to enhance advanced comprehension and study skills of adolescents in a multicultural society are presented.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | 3–6 hours |
Textbook | Content Area Reading: Literacy and Learning Across the Curriculum, 13th Edition |
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Neva Schwartz
|
This course is designed to assist candidates preparing for the elementary classroom in developing practical skills and techniques for organizing the classroom and maintaining effective discipline. Candidates develop a plan for discipline and classroom management which utilizes a proactive approach based on positive ethical practices consistent with Christian and democratic principles. Several widely accepted discipline theories along with the study of legal implications for teachers are used in conjunction with observations and case studies to assist candidates in developing effective discipline plans.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | 3 hours |
Textbooks | |
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Lisa Adkins
|
This course is designed to assist candidates preparing for the secondary or P-12 classroom in developing practical skills and techniques for organizing the classroom and maintaining effective discipline. Candidates develop a plan for discipline and classroom management which utilizes a proactive approach based on positive ethical practices consistent with Christian and democratic principles. Several widely accepted discipline theories along with the study of legal implications for teachers are used in conjunction with observations and case studies to assist candidates in developing effective discipline plans.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | Principal/teacher interviews |
Textbook |
Building Classroom Management: Methods and Models, 12th edition
*No online component required. |
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Neva Schwartz
|
This course is designed for secondary education/P-12 candidates in the Transition to Teaching program. All aspects of planning, current effective teaching strategies, and evaluation of individual progress utilizing both traditional and non-traditional assessments are discussed. Aspects of adolescent literacy are included. Content specific assignments are included.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | 12–15 hours |
Textbook |
Teaching in the Middle and Secondary Schools, 11th Edition
*eText required |
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Pam Jordan-Long
|
This course is an examination of current methods, materials, and media used in teaching and assessing literature in a multicultural society. Literacy skills instruction and the development of literacy reading skills are studied in relationship to the total range of student needs. Topics include how language is acquired and developed, reading process, hierarchy of reading skills, technology to instruct and reinforce reading skills, and methods used to instruct reading.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | 12-hour field component |
Textbooks |
*No online component required |
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Christina Ward
|
An integrative approach of utilizing a variety of effective instructional methods and resources with content areas appropriate for elementary children. Strategies for working with diverse student populations and incorporating current technology are included. Topics include development of thematic units, implementation of various instructional strategies, lesson planning, and integration of elementary subject areas.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | 1 hour |
Textbook |
The Wild Card: 7 Steps to an Educator Creative Breakthrough by Hope and Wade King
*No online component required |
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Lisa Adkins
|
Student teaching is a ten week full-time teaching experience under the supervision of public and/or private school and college personnel. Candidates will create lesson plans/units and gain experience using appropriate assessment and discipline strategies. A portfolio is required to obtain credit. A student teaching application (Elementary, Secondary, P-12, Mild, TESOL) should be submitted a full semester before the anticipated start date of the student teaching experience. All courses in the TTT program are to be successfully completed before candidates can be approved for student teaching.
Prerequisites | (a) Approval by the Teacher Education Committee (b) Completion of all required program courses |
Field Experience | 10 weeks of full-time student teaching |
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April Dickey
|
This course studies the historical, philosophical, and sociological foundations of education and prepares teachers to apply knowledge and skills to meet the diverse needs of students with exceptionalities. Candidates will be empowered to discern the various abilities of students with mild to moderate characteristics. Topics include concepts of teaching, lesson planning, mainstreaming, and inclusion through the lens of InTASC, state, and professional organizational principles. This course includes field experience.
Field Experience | 20 hours of observation |
Textbook | Exceptional Lives: Practice, Progress, and Dignity in Today’s Schools, 9th Edition |
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Olivia Wright
|
The study and application of learning theories, psychological concepts, and principles to the teaching-learning process. Cognitive, affective, and psychomotor aspects of the teaching-learning process are considered. Other topics included are statistics, tests and measurement, teaching models, principles of assessment, lesson planning, issues related to diverse student populations, motivation, and classroom management.
Field Experience | 8–10 hours |
Textbook | Using Educational Psychology in Teaching, 11th Edition |
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Pam Medows
|
This course is an overview of the history and development of laws which mandate the provision of special education and related services to students with disabilities. The purpose of this course is to empower the prospective teacher of special education through the development of the knowledge of the legal foundation of special education. Students will gain an understanding of the legal issues surrounding the rights and provision of special education services to students with disabilities in public schools. This course will provide students with information about legal issues in special education with an emphasis on implementing legally sound policies and procedures in their own practice.
Textbook | The Law and Special Education, 5th Edition |
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Tammy Mahon
|
This course is an examination of current methods, materials, and media used in teaching and assessing literature in a multicultural society. Literacy skills instruction and the development of literacy reading skills are studied in relationship to the total range of student needs. Topics include how language is acquired and developed, reading process, hierarchy of reading skills, technology to instruct and reinforce reading skills, and methods used to instruct reading.
Field Experience | 12-hour field component |
Textbooks |
*No online component required |
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Christina Ward
|
This course focuses on formal and informal assessment used to identify, plan for, and teach students with exceptional needs, including the use of that information to develop individual education plans. Communication of that information with students, parents, and other personnel is discussed. This course has a lab experience.
Field Experience | 10 hours of observation over a minimum of 4 weeks |
Textbook | Assessment in Special Education: A Practical Approach (6th Edition) |
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Lisa Graham
|
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Olivia Wright
|
Managing the learning environment of students with special needs is the focus of this course. Topics covered include behavioral assessments and their use in developing intervention plans for exceptional students, as well as the legal implications of laws and regulations regarding the implementation of these plans in various learning environments. Characteristics and observations of behavior disorders are also explored. An observation of a classroom with disruptive behaviors is required as well as service learning projects.
Field Experience | 10 hours of observation over a minimum of 4 weeks |
Textbook | Applied Behavior Analysis for Teachers, 10th Edition |
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Tammy Mahon
|
Methods and materials used in the intervention of exceptional learners are presented in this course. Strategies of instruction in the least restrictive environment, modification of curriculum, and collaboration and consultation across the spectrum of services are presented in conjunction with the daily teaching and planning required of students’ individual education plans. Includes a field experience lab.
Field Experience | 10 hours of observation over a minimum of 4 weeks |
Textbook | Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition |
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Amy Blake
|
Student teaching is a ten week full-time teaching experience under the supervision of public and/or private school and college personnel. Candidates will create lesson plans/units and gain experience using appropriate assessment and discipline strategies. A portfolio is required to obtain credit. A student teaching application (Elementary, Secondary, P-12, Mild, TESOL) should be submitted a full semester before the anticipated start date of the student teaching experience. All courses in the TTT program are to be successfully completed before candidates can be approved for student teaching.
Prerequisites | (a) Approval by the Teacher Education Committee (b) Completion of all required program courses |
Field Experience | 10 weeks of full-time student teaching |
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April Dickey
|
A study of the historical, philosophical, and sociological foundations of education. The organization, role, and funding of the public school (K-12) in a multicultural society are examined. Topics include court cases related to education, INTASC principles, concepts of teaching, lesson planning, educational technology, and educational ethics. The course also includes an introduction to candidate portfolio.
Field Experience | 20–24 hours |
Textbook | Introduction to Teaching: Becoming a Professional, 7th Edition |
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Anita Watkins
|
The study and application of learning theories, psychological concepts, and principles to the teaching-learning process. Cognitive, affective, and psychomotor aspects of the teaching-learning process are considered. Other topics included are statistics, tests and measurement, teaching models, principles of assessment, lesson planning, issues related to diverse student populations, motivation, and classroom management.
Field Experience | 8–10 hours |
Textbook | Using Educational Psychology in Teaching, 11th Edition |
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Pam Medows
|
This course discusses the role of the English language in the contemporary world and how language and culture shape human interactions. It provides an introductory understanding of the field of second language acquisition, from the perspective of both learning and teaching a new language. It also explores the teaching of English in ministry in US and international contexts.
Field Experience | 5 hours |
Textbooks |
Dormer William Carey Library course pack:
The 6 Principles for Exemplary Teaching of English Learners |
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Jan Dormer
|
This course is an examination of current methods, materials, and media used in teaching and assessing literature in a multicultural society. Literacy skills instruction and the development of literacy reading skills are studied in relationship to the total range of student needs. Topics include how language is acquired and developed, reading process, hierarchy of reading skills, technology to instruct and reinforce reading skills, and methods used to instruct reading.
Prerequisites | TTT 510 & TTT 520 |
Field Experience | 12-hour field component |
Textbooks |
*No online component required |
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Christina Ward
|
This course develops understanding and skill in classroom instruction of English learners, including lesson planning, teaching, and assessment. Topics covered include teaching methods and techniques for all aspects of English language development, educational technology, curricular planning, and formative assessment.
Field Experience | 20 hours |
Textbooks |
The 6 Principles for Exemplary Teaching of English Learners |
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Megan I. Beard
|
Introduces applied linguistics and its practical implications in language teaching. Provides study of English grammar, and how English structures are taught and explained to English learners.10 hours
Field Experience | 10 hours |
Textbooks | |
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Nancy Ackles
|
Intended for future US public school ESOL professionals, this course addresses English language learners (ELLs) in P-12 classrooms. Investigates TESOL-related legislation and its effect on schools, students, and teachers, as well as types of ESOL programs used in US schools and their effectiveness. Studies effective advocacy, strategies for collaboration with families and non-ESOL colleagues and paraprofessionals, and helpful resources and services.
Textbooks | |
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David McGinness
|
Student teaching is a ten week full-time teaching experience under the supervision of public and/or private school and college personnel. Candidates will create lesson plans/units and gain experience using appropriate assessment and discipline strategies. A portfolio is required to obtain credit. A student teaching application (Elementary, Secondary, P-12, Mild, TESOL) should be submitted a full semester before the anticipated start date of the student teaching experience. All courses in the TTT program are to be successfully completed before candidates can be approved for student teaching.
Prerequisites | (a) Approval by the Teacher Education Committee (b) Completion of all required program courses |
Field Experience | 10 weeks of full-time student teaching |
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April Dickey
|
To register for a course, contact Leah Kimbrell at 765-998-4132 or lhkimbrell@taylor.edu.
You can view personal financial aid information on the student portal. Enter your assigned username to create your password. On the portal, you’ll need to complete various steps depending on which loans you want including: apply for the loan, complete entrance counseling, and sign the master promissory note. Aid cannot be disbursed prior to the completion of the appropriate steps.
For more information, please contact the Financial Aid Department at 765-998-5358.
All candidates must pass a content and pedagogy exam through Praxis prior to licensure. To verify you are taking the correct exams, please contact:
Mrs. Joy Elzinga, Director of Teacher Licensure, joy_elzinga@taylor.edu, 765-998-5286
Mrs. April Dickey, Director of Transition to Teaching/Online Licensure Programs, april_dickey@taylor.edu, 765-998-5145
Go to this secure webpage for resources on preparing to test and getting licensed.
Not planning to teach in Indiana? Many states have reciprocity agreements that ease transferring an Indiana state teaching license to another state.
Send Taylor your Out of State Verification documentation or other sensitive materials. This is a secure link which will send your sensitive information to Mrs. Joy Elzinga, Director of Teacher Licensure.
Order official Taylor University transcripts.
To view your unofficial transcript, you can login to myTAYLOR and follow this process:
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"How did you hear about us?" question >
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