Current TTT Students

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
	Anita Watkins PhD, University of Oklahoma MAT, Webster University BS, Oklahoma State University

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
	Pam Medows EdD, Ball State University MAE, Ball State University BS, Indiana Wesleyan University

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
	Amy Blake PhD, Education Administration, Indiana State University (2016) MA, Special Education, Ball State University (1996) BS, Mathematics, Ball State University (1992)

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
	Lisa Adkins MAE, Ball State University (1992) BS, Taylor University (1988)

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	THE Classroom Management Book THE First Days of School: How to Be an Effective Teacher, 5th Edition
	Lisa Adkins MAE, Ball State University (1992) BS, Taylor University (1988)

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	Literacy: Helping Students Construct Meaning, 10th Edition Phonics, Phonemic Awareness, and Word Analysis for Teachers, 10th Edition *No online component required
	Christina Ward MS, Indiana University BS, Taylor University

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	The Next Step Forward In Guided Reading: An Assess-Decide-Guide Framework for Supporting Every Reader The Next Step Forward in Word Study and Phonics The Fluent Reader: Oral & Silent Reading Strategies for Building Fluency, Word Recognition & Comprehension This is Balanced Literacy *These texts do not require you to purchase access to the publisher’s online website.
	Christina Ward MS, Indiana University BS, Taylor University

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
	Lisa Adkins MAE, Ball State University (1992) BS, Taylor University (1988)

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
	April Dickey Doctor of Arts, English-Pedagogy/Writing, Murray State University, in progress MA, Teaching Writing, Johns Hopkins University BS, Journalism/English Secondary Education, Ball State University

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
	Anita Watkins PhD, University of Oklahoma MAT, Webster University BS, Oklahoma State University

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
	Pam Medows EdD, Ball State University MAE, Ball State University BS, Indiana Wesleyan University

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
	Amy Blake PhD, Education Administration, Indiana State University (2016) MA, Special Education, Ball State University (1996) BS, Mathematics, Ball State University (1992)

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
	Neva Schwartz MAE, Ball State University BA, Anderson University

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.
	Neva Schwartz MAE, Ball State University BA, Anderson University

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
	Pam Jordan-Long PhD, Ball State University MA, Indiana Wesleyan University MA, Ball State University BS, Taylor University

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
	April Dickey Doctor of Arts, English-Pedagogy/Writing, Murray State University, in progress MA, Teaching Writing, Johns Hopkins University BS, Journalism/English Secondary Education, Ball State University

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
	Anita Watkins PhD, University of Oklahoma MAT, Webster University BS, Oklahoma State University

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
	Pam Medows EdD, Ball State University MAE, Ball State University BS, Indiana Wesleyan University

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
	Amy Blake PhD, Education Administration, Indiana State University (2016) MA, Special Education, Ball State University (1996) BS, Mathematics, Ball State University (1992)

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
	Neva Schwartz MAE, Ball State University BA, Anderson University

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	THE Classroom Management Book THE First Days of School: How to Be an Effective Teacher, 5th Edition
	Lisa Adkins MAE, Ball State University (1992) BS, Taylor University (1988)

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.
	Neva Schwartz MAE, Ball State University BA, Anderson University

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
	Pam Jordan-Long PhD, Ball State University MA, Indiana Wesleyan University MA, Ball State University BS, Taylor University

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	Literacy: Helping Students Construct Meaning, 10th Edition Phonics, Phonemic Awareness, and Word Analysis for Teachers, 10th Edition *No online component required
	Christina Ward MS, Indiana University BS, Taylor University

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
	Lisa Adkins MAE, Ball State University (1992) BS, Taylor University (1988)

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
	April Dickey Doctor of Arts, English-Pedagogy/Writing, Murray State University, in progress MA, Teaching Writing, Johns Hopkins University BS, Journalism/English Secondary Education, Ball State University

Field Experience	20 hours of observation
Textbook	Exceptional Lives: Practice, Progress, and Dignity in Today’s Schools, 9th Edition
	Olivia Wright MA, Education BS, Elementary Education—Special Education

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
	Pam Medows EdD, Ball State University MAE, Ball State University BS, Indiana Wesleyan University

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
	Tammy Mahon EdD, Special Education, Ball State University (2006) MA, Special Education, Ball State University (2001) BA, Elementary Education, Anderson University (1993)

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	Literacy: Helping Students Construct Meaning, 10th Edition Phonics, Phonemic Awareness, and Word Analysis for Teachers, 10th Edition *No online component required
	Christina Ward MS, Indiana University BS, Taylor University

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)
	Lisa Graham EdD, Educational Leadership, Oakland City University (in progress) MA, Special Education, Ball State University (1997) BA, Special Education, IUPUI (1989)
	Olivia Wright MA, Education BS, Elementary Education—Special Education

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
	Tammy Mahon EdD, Special Education, Ball State University (2006) MA, Special Education, Ball State University (2001) BA, Elementary Education, Anderson University (1993)

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
	Amy Blake PhD, Education Administration, Indiana State University (2016) MA, Special Education, Ball State University (1996) BS, Mathematics, Ball State University (1992)

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
	April Dickey Doctor of Arts, English-Pedagogy/Writing, Murray State University, in progress MA, Teaching Writing, Johns Hopkins University BS, Journalism/English Secondary Education, Ball State University

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
	Anita Watkins PhD, University of Oklahoma MAT, Webster University BS, Oklahoma State University

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
	Pam Medows EdD, Ball State University MAE, Ball State University BS, Indiana Wesleyan University

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	More Than a Native Speaker, 3rd Edition Second Language Acquisition Applied to English Language Teaching Sociolinguistics and Language Teaching Dormer William Carey Library course pack: Dormer, J. E. (in press). Language learning in ministry: Preparing for cross-cultural language acquisition, chs. 1-2. Dormer, J. E. & Woelk, C. (2018). Teaching English for reconciliation: Pursuing peace through transformed relationships in language learning and teaching, ch. 2 Dormer, J. E. (2011). Teaching English in missions: Effectiveness and integrity, chs. 1-3 The 6 Principles for Exemplary Teaching of English Learners Students will purchase the version appropriate for their context and goals: K-12 Adult education and workforce development Academic and specific purposes Online instruction
	Jan Dormer EdD, TESOL Curriculum, Teaching and Learning, University of Toronto MA, TESOL, Ball State University BA, Elementary Education, Asbury College

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	Literacy: Helping Students Construct Meaning, 10th Edition Phonics, Phonemic Awareness, and Word Analysis for Teachers, 10th Edition *No online component required
	Christina Ward MS, Indiana University BS, Taylor University

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	Activities, Games, and Assessment Strategies for the World Language Classroom, 2nd Edition Classroom Interaction for Language Teachers Lesson Planning More Than a Native Speaker, 3rd Edition Teaching by Principles, 4th Edition The 6 Principles for Exemplary Teaching of English Learners Students will purchase the version appropriate for their context and goals: K-12 Adult education and workforce development Academic and specific purposes Online instruction
	Megan I. Beard PhD, Educational Administration, University of South Carolina MEd, Higher Education & Student Affairs, University of South Carolina TESOL Certificate, Messiah University BARSC, Cross-Cultural Pre-Medical Studies & Women’s Health, University of South Carolina

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	Essential Linguistics, 2nd Edition Keys to Teaching Grammar to English Language Learners, 2nd Edition Workbook for Keys to Teaching Grammar to English Language Learners, 2nd Edition Teaching Pronunciation
	Nancy Ackles PhD, Linguistics, University of Washington MA, Linguistics, University of Washington MA, Practical Studies, Mennonite Brethren Biblical Seminary MA, Education, Claremont Graduate School BA, English, Whitman College

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	The 6 Principles for Exemplary Teaching of English Learners (K-12 Version) Foundations for Teaching English Language Learners, 3rd Edition
	David McGinness EdD, ESL Education, Northcentral University MA, Language Education, IUPUI BS, Spanish Education, Taylor University BA, Biblical Literature, Taylor University

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
	April Dickey Doctor of Arts, English-Pedagogy/Writing, Murray State University, in progress MA, Teaching Writing, Johns Hopkins University BS, Journalism/English Secondary Education, Ball State University