Transition to Teaching

Meet Colin, a Kindergarten teacher who loves his job.

You’ll take 9 classes to become an elementary teacher. Students typically complete the program in 18 to 24 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.

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

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

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

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
Professor
	Lisa Adkins MAE, Ball State University BS, Taylor 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	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

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

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

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) 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 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

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

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.

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

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

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

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

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

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 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

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

• Test #1: 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 #2: 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 Pearson 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.

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 document walks you through the details.

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.

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

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.