A Christian Liberal Arts University, Est. 1846

Transition to Teaching

Work That Matters – Every Day

Become a teacher. Transition to Teaching is an online, graduate-level program leading to Indiana state licensure. Tracks include:

  • Elementary (K-6)
  • Secondary (5-12): biology, business, chemistry, earth & space science, economics, English, French, geography, government/citizenship, health, historical perspectives, math, physical education, physical science, physics, psychology, sociology, Spanish
  • All-grade (P-12): French, physical education, Spanish

Steps to Become a Teacher

STEP 1: Classes

Transition to Teaching classes are:

Students:

  • Select the course start date*
  • Have up to 4 months to complete coursework*
  • Participate in local field experiences
  • Student teach for 10 weeks

*When using financial aid, classes are 15 weeks long and have set term dates.

The elementary track is 9 classes, and secondary is 7. You can complete the Transition to Teaching program in 18 months or less.

Elementary Track

Meet Colin, a Kindergarten teacher who knows what he does matters.


Introduction to the Education Profession (TTT510)

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.

Credit Hours 3 hours
Field Experience 20-24 hours
Textbook Your Introduction to Education: Explorations in Teaching (3rd Edition)
by Sara Davis Powell
Professor
Anita Lane
PhD, University of Oklahoma
MAT, Webster University
BS, Oklahoma State University
Educational Psychology (TTT520)

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.

Credit Hours 3 hours
Field Experience 12-15 hours
Textbook Educational Psychology: Windows on Classrooms (10th Edition)
by Paul Eggen & Don Kauchak
Professor
Ben Hotmire
PhD, Ball State University
MS, Earth Science Education, Wright State University
BS, Elementary Education, Taylor University
Exceptional Children (SED520)

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 TTT510 & TTT520
Credit Hours 3 hours
Field Experience Teacher interview
Textbook Exceptional Lives: Special Education in Today’s Schools (8th Edition)
by Anne A. Turnbull, H. Rutherford Turnbull, Michael L. Wehmeyer, & Karrie A. Shogren
*Choose print or eText.
Professors
Alexis Armstrong
EdD, University of Northern Colorado
MAE, San Diego State University
BA, San Diego State University
Tammy Mahon
EdD, Special Education, Ball State University
MA, Special Education, Ball State Univeristy
BA, Elementary Education, Anderson University
Mathematics in the Elementary Classroom (TTT540)

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 TTT510 & TTT520
Credit Hours 3 hours
Field Experience 5-10 hours
Textbooks & Materials Understanding the Math You Teach: Content and Methods for Prekindergarten Through Grade 4
by Anita Burris

IMAP CD-ROM: Integrating Mathematics & Pedagogy to Illustrate Children’s Reasoning
by San Diego State University Foundation & Randy Philipp
Professor
Lisa Adkins
MAE, Ball State University
BS, Taylor University
Classroom Management for Elementary Teachers (TTT551)

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 TTT510 & TTT520
Credit Hours 1 hour
Field Experience 6-8 hours
Textbooks THE Classroom Management Book
by Harry K. Wong, Rosemary T. Wong, Sarah F. Jondahl, & Oretha F. Ferguson

The First Days of School: How to Be an Effective Teacher (4th Edition)
by Harry K. Wong & Rosemary T. Wong
Professor
Lisa Adkins
MAE, Ball State University
BS, Taylor University
Early Literacy Experiences and Assessments: K-3 (TTT560)

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 TTT510 & TTT520
Credit Hours 3 hours
Field Experience 12-hour field component
Textbooks & Materials Literacy: Helping Students Construct Meaning (10th Edition)
by J. David Cooper, Nancy D. Kiger, Michael D. Robinson, & Jill Ann Slansky
*No online component required.

The Joy of Language: A Christian Framework for Language Arts Instruction
by Robert W. Bruinsma
Professor
Christina Ward
MS, Indiana University
BS, Taylor University
Middle Childhood Literacy and Assessment (TTT565)

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 TTT510 & TTT520
Credit Hours 3 hours
Field Experience 10-hour tutoring component
Textbooks & Materials Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre, and Content Literacy
by Irene Fountas & Gay Su Pinnell

Other People’s Words: The Cycle of Low Literacy
by Victoria Purcell-Gates

Informal Reading Inventory: Preprimer to Twelfth Grade (8th Edition)
by Betty Roe & Paul C. Burns

Teach Like a Champion 2.0: 62 Techniques that Put Students on the Path to College
by Doug Lemov
Video When Stars Read Episode 6 “Whatever It Takes” from season 4 of Fox’s television show “House”
Professor
Christina Ward
MS, Indiana University
BS, Taylor University
Elementary Methods (TTT581)

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 TTT510 & TTT520
Credit Hours 2 hours
Field Experience 3-6 hours
Textbooks Teaching in the Elementary School: A Reflective Action Approach (6th Edition OR 5th Edition)
by Judy W. Eby, Adrienne L. Herrell, & Michael L. Jordan
*No online component required.
Professor
Lisa Adkins
MAE, Ball State University
BS, Taylor University

Student Teaching: Transition to Teaching (TTT590)

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 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
Credit Hours 3 hours
Field Experience 10 weeks of full-time student teaching
Professor
Pam Medows
EdD, Ball State University
MAE, Ball State University
BS, Indiana Wesleyan University

Secondary Track

Meet Kelly, a 5th grade teacher who is making a difference.

Kelly, 5th grade teacher

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!”

Introduction to the Education Profession (TTT510)

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.

Credit Hours 3 hours
Field Experience 20-24 hours
Textbook Your Introduction to Education: Explorations in Teaching (3rd Edition)
by Sara Davis Powell
Professor
Anita Lane
PhD, University of Oklahoma
MAT, Webster University
BS, Oklahoma State University
Educational Psychology (TTT520)

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.

Credit Hours 3 hours
Field Experience 12-15 hours
Textbook Educational Psychology: Windows on Classrooms (10th Edition)
by Paul Eggen & Don Kauchak
Professor
Ben Hotmire
PhD, Ball State University
MS, Earth Science Education, Wright State University
BS, Elementary Education, Taylor University
Exceptional Children (SED520)

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 TTT510 & TTT520
Credit Hours 3 hours
Field Experience Teacher interview
Textbook Exceptional Lives: Special Education in Today’s Schools (8th Edition)
by Anne A. Turnbull, H. Rutherford Turnbull, Michael L. Wehmeyer, & Karrie A. Shogren
*Choose print or eText.
Professors
Alexis Armstrong
EdD, University of Northern Colorado
MAE, San Diego State University
BA, San Diego State University
Tammy Mahon
EdD, Special Education, Ball State University
MA, Special Education, Ball State Univeristy
BA, Elementary Education, Anderson University
Reading in the Content Area for Secondary Teachers (TTT535)

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 TTT510 & TTT520
Credit Hours 2 hours
Field Experience 3-6 hours
Textbooks Content Area Reading: Literacy and Learning Across the Curriculum (11th edition)
by Richard T. Vacca, Jo Anne L. Vacca, & Maryann E. Mraz
Professor
Neva Schwartz
MAE, Ball State University
BA, Anderson University
Classroom Management for Secondary Teachers (TTT552)

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 TTT510 & TTT520
Credit Hours 1 hour
Field Experience Principal/teacher interviews
Textbooks Classroom Discipline and Management
by Clifford Edwards
Professor
Neva Schwartz
MAE, Ball State University
BA, Anderson University
Secondary Methods (TTT555)

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 TTT510 & TTT520
Credit Hours 3 hours
Field Experience 12-15 hours
Textbooks & Materials Teaching in the Middle and Secondary Schools (11th Edition)
by Jioanna Carjuzaa & Richard D. Kellough
*eText required.
Professor
Pam Jordan-Long
PhD, Ball State University
MA, Indiana Wesleyan University
MA, Ball State University
BS, Taylor University
Student Teaching: Transition to Teaching (TTT590)

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 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
Credit Hours 3 hours
Field Experience 10 weeks of full-time student teaching
Professor
Pam Medows
EdD, Ball State University
MAE, Ball State University
BS, Indiana Wesleyan University

STEP 2: Licensure Tests

To become a teacher, you have to take tests. Three to be exact.


  • Test #1: Basic Competency Skills
    When: Complete this requirement before taking the third class in the Transition to Teaching program.
    Details: Basic competency must be demonstrated in one of the following ways:
    • ACT, SAT, or GRE scores that meet state qualifying scores (Check Your Scores)
    • CASA basic skills assessment
    • Praxis I tests taken on or before 8/31/13 that meet qualifying scores or qualifying composite scores
    • Master’s degree
  • Test #2: Content Area Assessment
    When: Decided on a case-by-case basis, as the exact timing is dependent on your licensure area, undergraduate major and GPA.
    Details: Pearson Content Area Assessments measure a student’s knowledge in the subject(s) he/she will teach. Praxis II tests taken on or before 5/31/14 are also accepted to meet this requirement.

  • Test #3: Pedagogy Assessment
    When: Complete this test at the end of the program, before applying for licensure.
    Details: A pedagogy test in your developmental area assessed through Pearson.

It can seem overwhelming, but rest easy. We will walk you through the licensure test process after you apply. Kim Overbey, Director of Teacher Certification, will answer all of your questions (765-998-5286). The student handbook is full of details, as well. Or check out the CASA and Pearson content area assessment site.

Not planning to teach in Indiana? Many states have reciprocity agreements that ease transferring an Indiana state teaching license to another state. Find out more.

STEP 3: Complete IDOE Application

You’ve completed the classes. You’ve completed the tests. What happens next?

To become licensed, the Indiana Department of Education also requires you to be CPR certified and suicide prevention certified (completed independent of Taylor’s courses). Then, you’ll submit a teaching license application along with the fee through the IDOE website. That’s it! Taylor University will recommend you to the IDOE for an Indiana state teaching license. Once the paperwork is approved – you are a licensed teacher in the state of Indiana!

This PowerPoint presentation walks you through the details.

Admissions

  1. Apply to the Transition to Teaching program
  2. Submit college transcripts*
  3. Complete a criminal background check (within the last 12 months)
  4. Pay the $100 application fee
  5. If desired, apply for federal financial aid: Free Application for Federal Student Aid (FAFSA)

*Email transcripts to pmmedows@taylor.edu or mail to:

  • Taylor University, Education Department
  • ATTN: Transition to Teaching Director
  • 236 W. Reade Avenue
  • Upland, IN 46989

Tuition

Tuition is $450 per credit hour. That’s $10,800 for the elementary track (24 credit hours), and $8,100 for secondary (18 credit hours). Tuition does not include books.

Financial Aid
Classes begin August 27th, January 29th, and May 21st for students using financial aid. (Students not using aid pick their own start dates.) There are two potential sources of financial aid. Both are student loans – Federal Stafford Student Loan and Alternative Student Loan Program.

Federal Stafford Student Loan

Requirements:

  • Accepted into the program
  • Submitted a Free Application for Federal Student Aid (FAFSA) - Taylor University code is 001838
  • Enrolled at least half-time (six hours/semester) in courses required by the state teacher certification program*
  • No student loans in default status

Features:

  • Loan repayment deferred until student is no longer enrolled at least half-time
  • Attractive interest rate
  • Federal government may pay loan interest while student is in school which is determined by the level of financial need based on the FAFSA
  • Eligible students are guaranteed loan funds

*Note: Courses outside the specific state requirements, even if recommended by Taylor (i.e. undergraduate prerequisite courses), cannot be considered when calculating the student’s Federal Stafford Loan eligibility nor can they count toward the student’s half-time enrollment status.

Alternative Student Loan Programs

Requirements:

  • Accepted into the program
  • Enrolled at least half-time (some exceptions)
  • Subjected to loan application process which typically requires a co-signer and a credit history report

Features:

  • Loan repayment deferred until student is no longer enrolled at least half-time
  • Low interest rates though not as low as Federal Stafford Loan
  • Student is responsible for all interest payments

Additional Steps

Current students can view personal financial aid information on the student portal at https://myfa.taylor.edu. The student will need to enter his/her assigned username and then will create their own password. On the portal, the student will need to complete various steps depending on which loans he/she wants 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.

Student Handbook

All of the details and forms in one spot – the student handbook. 54 pages of information. Enjoy!

The People

Meet Pam and Leah. They’ll help you become a teacher – work that matters.


Dr. Pam Medows
Director, Transition to Teaching/Licensure Programs
765-998-5145
pmmedows@taylor.edu

Leah Kimbrell
Transition to Teaching Program Advisor
765-998-4132
lhkimbrell@taylor.edu