School of Educational Leadership College of Adult and Professional Studies

Undergraduate and Transition to Teaching

Clinical Experiences Student Handbook

April 2019

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Table of Contents

Page Introduction to Clinical Experiences 3 Overview of Clinical Experiences 4 Field Experience Placement Table 6 Clinical Experiences – Policies and Procedures 8 Placement Pre-planning 8 Background Checks 8 Placement Assignments 9 Placement Changes 9 Placement Diversity 10 Placement Notification 10 Teacher of Record (TTT Programs Only) 10 Substitute Teaching 11 P-12 School Policies 11 Special Event Supervision 12 Placement Disruptions 12 Professional Attire 12 Legal Responsibilities 12

Appeals Process 13 Field Experiences 14 Placement Attendance 14 Placement Withdrawal 14 Candidate Employment 14 Student Teaching 15 Attendance 15 E-Learning 16 Placement Withdrawal 16 Candidate Employment 16 Program Licensure 17 InTASC Core Teaching Standards 20 Professional Dispositions 22 Code of Ethics for Educators 24 Office of Clinical Experiences Contact Information 25

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Introduction to Clinical Experiences

Clinical experiences enhance the Indiana Wesleyan University candidates’ understanding of the field of education. They provide an opportunity to practice and apply content knowledge, pedagogical knowledge, and professional dispositions that have been learned in the program. The purpose of the Clinical Experiences Student Handbook is to provide all candidates a guide for clinical experiences involving P-12 schools. The contents of the handbook are based on the School of Educational Leadership’s (SoEL) expectations, policies, and standards. It is required for all candidates to read and sign the Verification of Reading document which indicates that the handbook has been read and understood. If there are any questions concerning the handbook, please contact the Office of Clinical Experiences (OCE) at fieldplacementsupport@indwes.edu. Office of Clinical Experiences

• The Office of Clinical Experiences serves all graduate, undergraduate and Transition to Teaching programs housed within the School of Educational Leadership.

• The office is staffed by the Assistant Director of Clinical Experiences, who oversees all

aspects of the office, as well as additional support specialists.

• The primary roles of the office are to:

• secure and manage quality and diverse clinical placements for candidates that meet program, university, state, federal and accreditation standards

• provide daily and ongoing support to candidates, cooperating teachers, P-12 school partners and university faculty in regards to clinical experiences

• submit placement requests to district officials for each public, private, or parochial

school placement

• provide clarity to district/building-level administration as to the requirements of each requested clinical experience

• provide clarity of the duties and responsibilities of the schools, cooperating

teachers, university supervisors, and candidates • to collect and manage all student teaching evaluation forms and dispositional

assessments to ensure candidates are meeting program requirements

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Overview of Clinical Experiences

Program Purposes and Description Clinical opportunities are provided to candidates to develop and strengthen skills and competencies needed to become effective educators. These experiences orient candidates to the responsibilities of being reflective practitioners and allow several opportunities for self-assessment. Clinical experiences also provide an opportunity for university personnel to evaluate the candidates’ competency in content and pedagogical skills, as well as professional dispositions. Clinical experiences (including field experiences and student teaching) can take on many forms, such as classroom practicums, internships, volunteer requirements, service learning initiatives, student teaching, etc. Clinical Experience – Field Experiences All candidates seeking an initial teaching license participate in multiple field experiences. Field experiences are embedded in the candidates’ courses and have been carefully constructed to align with their course work. These experiences provide candidates with an opportunity to practice their knowledge, skills, and professional dispositions in a supported environment. All field experience assignments are key components of course requirements. You will not be able to complete a course with a passing grade with an unsuccessful field experience. The field experience includes evidence of successfully completing the required number of field experience hours, related assignments, evaluation forms, and any other course specific requirements. Some clinical experiences may restrict the number of attempts granted to pass a field experience successfully.

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Clinical Experience – Student Teaching Student teaching is the culminating experience and a transitional period for candidates. During student teaching, candidates move into the professional role of a teacher. The candidates become an integral part of the cooperating schools under the leadership of selected cooperating teachers, course instructors, and university supervisors. As candidates assume responsibility for all classroom tasks and decisions, they gain knowledge and experiences necessary to move toward a career in education. The student teaching experience includes evidence of successfully completing the required number of student teaching days, related assignments, evaluation forms, and any other course-specific requirements. The student teaching experience may restrict the number of attempts granted to pass student teaching successfully.

Clinical Experience – Internships, Volunteering, Service Learning Many of SoEL’s programs provide candidates the opportunity to experience internships, volunteer opportunities, and service learning projects. These clinical experiences are enriching opportunities for candidates to engage in real world settings. There may be course requirements that require candidates to participate in determining and securing their own placements. It is important to note that all clinical experiences (including internships, volunteering, and service learning, etc.) that occur out of the P-12 school dynamic are still beholden to all policies, protocols, and expectations set forth by the course, program, and School of Educational Leadership. These experiences are considered field experiences. You will not be able to complete a course with a passing grade with an unsuccessful field experience. The field experience includes evidence of successfully completing the required number of field experience hours, related assignments, evaluation forms, and any other course specific requirements. Some clinical experiences may restrict the number of attempts granted to pass a field experience successfully.

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The table below details all clinical experiences required in each undergraduate and Transition to Teaching Program:

Program & Course Required Hours

Required Grade Level

INDIANA TTT Elementary

Field Experiences EDUT-545 Assessment and Learning in the Elementary Classroom 10 Hours 1-6 Grade EDUT-521 Diagnostics in Reading and Language Arts in the Elementary Classroom 10 Hours 4-6 Grade

EDUT-550 Methods of Teaching the Elementary School Curriculum 10 Hours K-3 Grade EDUT-548 Research-Based Interventions and Elementary Classroom Management 10 Hours K-6 Grade

Student Teaching EDUT-590 Student Teaching: Elementary Education 14 Weeks* K-6 Grade TTT Secondary

Field Experiences EDUT-575 Assessment and Learning Processes in the Secondary Classroom 10 Hours 5th-12th Grade

EDUT-560 Content Literacy Instruction for Secondary Education 10 Hours 5th-12th Grade EDUT-578 Secondary Teaching Methods and Resources 10 Hours 5th-12th Grade EDUT-580 Research-Based Behavior Interventions and Classroom Management for Adolescents 10 Hours 5th-12th Grade

Student Teaching EDUT-595 Student Teaching: Secondary Education 14 Weeks* 5th-12th Grade

Candidates with licensure areas of music, art, and physical education may be placed in any P-12 classroom for clinical placements. *Candidates must meet the state required 50 day minimum in the classroom.

OHIO TTT Early Childhood Education

Field Experiences EDUT-514 Foundations in Early Childhood Development & Learning Environments 10 Hours* Preschool

EDUT-542 The Science of Teaching Reading 20 Hours Preschool EDUT-524 Parents, Families, & Communities as Partners 20 Hours* Open EDUT-522 Foundations in Phonics and Language Structure for Early Childhood 20 Hours K-3rd Grade

EDUT-532 Reading and Writing in Emergent Literacy 20 Hours K-3rd Grade EDUT-552 Reading/Writing Assessment in Early Childhood 20 Hours K-3rd Grade EDUT-534 Early Childhood Curriculum, Instruction, Assessment, & Management 30 Hours K-3rd Grade

Student Teaching EDUT-582 Student Teaching in Early Childhood 14 Weeks** K-3rd Grade

*Placement made by the candidate. All other placements will be made through the Office of Clinical Experiences. **Candidates must meet the state required 60 day minimum in the classroom.

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BS in Early Childhood Education – Cohorts BSE02, BSET03 and all following cohorts.**

Field Experiences ECED-105 Child Growth & Development 5 Hours* Infant/Toddler ECED-125 Current Issues & Trends in Early Childhood 5 Hours* Primary Grade ECED-130 Parents, Families, & Communities as Partners 5 Hours* Primary Grade

ECED-135 Emergent Literacy 5 Hours* Infant/Toddler-Preschool

ECED-301 Infant/Toddler Care-on-Demand Environments 10 Hours Infant/Toddler ECED-302 Infant/Toddler Curriculum, Instruction, Assessment 10 Hours Infant/Toddler

ECED-303 Literature Focused Preschool Environments 10 Hours Preschool ECED-304 Preschool Curriculum, Instruction, Assessment 10 Hours Preschool ECED-331 Literacy in the Primary Grades 10 Hours K-3rd Grade ECED-401 STEM Concepts in the Primary Grades 10 Hours K-3rd Grade ECED-405 Social Studies & Fine Arts in the Primary Grades 10 Hours K-3rd Grade

ECED-422 Advocacy Internship in Early Childhood 20 Hours* Open Student Teaching

ECED-430 Student Teaching in Early Childhood 14 Weeks*** K-3rd Grade *Placement made by the candidate. All other placements will be made through the Office of Clinical Experiences.

**Candidates in BSET01-02 may contact Office of Clinical Experiences for placement schedule. ***Candidates must meet the state required 50 day minimum in the classroom.

Associates in Early Childhood Education

Field Experiences ECED-105 Growth and Development in Early Childhood 5 Hours* Infant/Toddler ECED-125 Current Issues & Trends in Early Childhood 5 Hours* Primary Grade ECED-130 Parents, Families, & Communities as Partners 5 Hours* K-3rd Grade

ECED-135 Emergent Literacy 5 Hours* Infant/Toddler-Preschool

ECED-225 Infant/Toddler Experience 7 Hours** Infant/Toddler ECED-230 Preschool Experience 7 Hours** Preschool ECED-235 Primary Grade Experience 7 Hours** K-3rd Grade ECED-240 Service Learning Capstone Experience 20 Hours* Service Organization

*Placement made by the candidate. All other placements will be made through the Office of Clinical Experiences. **Placement made by candidate if residing in a state other than IN. Placement information must be submitted to the Office of Clinical

Experiences. Placement made by Office of Clinical Experiences for IN residents.

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Clinical Experiences: Policies and Procedures Placement Pre-planning

• All candidates must successfully complete the required Candidate Entrance Report in order to be placed in clinical experiences. If candidates' circumstances change at any time during the program that impact clinical experience placements, it is the responsibility of the candidate to immediately contact the Office of Clinical Experiences at fieldplacementsupport@indwes.edu. Candidates who fail to submit a revised Candidate Entrance Report risk delayed course and program completion.

• If a candidate receives a job offer, either before they start clinical experiences or during the program, they must contact the Office of Clinical Experiences immediately. OCE will then determine if this position meets the clinical placement requirements of the program.

• Previous work-related experiences cannot be substituted for the required clinical experiences for your program. Our CAEP accredited program requires that all clinical experiences take place within the time frame of the course that requires the experience.

Background Checks

• Candidates must complete and submit the FERPA Release Form for the Office of Clinical Experiences to be able to submit background checks with placement requests. It will be necessary for candidates to use the preferred vendor for background checks unless directed otherwise by OCE.

• As a part of the SoEL Criminal History Background Check Admissions Policy:

o Enrolled students are required to disclose any misdemeanor or felony arrests or

convictions, other than minimal traffic violations, including deferred adjudication, by the next business day to the School of Educational Leadership. Non-disclosure or falsification may be grounds for dismissal.

o Background checks must be updated on an annual basis. o Candidates will be responsible for the cost of all background checks. o All requirements for background checks are subject to change to remain in

compliance with current regulations and/or to remain aligned with best practices for the profession.

• Candidates completing clinical experiences outside the state of Indiana:

o Must complete the annual criminal history background check. o Must be familiar with their state’s specific requirements for background checks to

be able to enter a school. o Must keep their state-specific requirements up to date to be able to complete their

clinical experiences in their state. o May experience a delay in their program due to non-completion of the required

clinical experiences if background checks are not kept current.

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o May not be able to complete clinical experiences in Indiana until all background check requirements are met, including the Expanded Child Protection Index.

Placements Assignments

• Securing a clinical placement is the sole responsibility of the Office of Clinical Experiences, unless otherwise directed. Candidates are not to contact any school, school district, principal, department head, cooperating teacher, or secretary in an attempt to secure their own clinical placement unless otherwise directed. All communication to school districts must come through the Office of Clinical Experiences. Any attempt by a candidate to try to arrange their own placement may put their program completion in jeopardy.

• The Office of Clinical Experiences will make every attempt to provide clinical experience

placements that align with candidate preferences. However, these preferences are not always honored by school districts and candidates must be aware that their individual preferences for placement sites may not be possible.

• Every attempt is made to find placements within a 50 mile radius of the candidate’s home, but is not guaranteed.

Placement Changes

• Candidates may not change their clinical placements except under emergency situations. All emergency requests for placement changes should be made to the Assistant Director for Clinical Experiences.

• If a placement change is authorized, every effort will be made by the Office of Clinical

Experiences to locate a new placement for the candidate. However, a new placement may not be possible, and the candidate may experience a delay in their program due to non-completion of the required clinical experience. A candidate’s course grade may be recorded as an incomplete or as a failing grade.

• Any changes to the original placement requests listed on the Candidate Entrance Report

must be submitted no later than 4 weeks before the start of the course (8 weeks for student teaching). Candidates must be aware that any significant changes made to placement requests may delay their clinical experience, and thus delay program completion.

• In the rare circumstance that a placement is underway, and SoEL administration verifies that a candidate is experiencing significantly extenuating circumstances, a change in placement may be warranted. (Please be advised that a personality conflict with a cooperating teacher DOES NOT constitute a significantly extenuating circumstance.)

• Candidates who must repeat a course must also repeat any clinical experiences associated with the course. The clinical experience for a repeated course is not guaranteed to be at the same school.

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Placement Diversity

• All clinical placements are initiated and coordinated through the Office of Clinical Experiences. Throughout the series of clinical placements in each program, placements must meet program diversity standards outlined by state and federal guidelines, and program accreditation standards. In order to meet these standards, candidates will be placed in multiple schools and/or school districts/corporations that meet one or more of the following criteria:

o Schools located in rural versus urban settings o Schools having differing levels of ethnic diversity o Schools having differing levels of socio-economic diversity o Schools having differing levels of academic student ability

• Please note that placements for candidates in Early Childhood programs will also need to

meet additional guidelines as set forth by NAEYC. Placement Notification

• The Office of Clinical Experiences makes every effort to secure clinical placements in a timely manner. It is the goal of the Office of Clinical Experiences to notify candidates of upcoming placements approximately 15-20 days prior to the beginning of the placement when at all possible. Because placement confirmation is ultimately decided by the school or corporation, there are occasions when placement confirmation does not occur within this timeframe.

• Placement notifications will be sent to the candidate’s IWU email address. This email address must be monitored for communication with the Office of Clinical Experiences.

Teacher of Record (TTT Programs Only)

• Candidates employed as a Teacher of Record (TOR) are candidates who are employed full time as a regular teacher in a self-contained classroom, who have their own classroom in their licensure/content area, who are responsible for the instruction of state curriculum standards with P-12 students, and who possess an emergency or Transition to Teaching permit. All other employed positions are not considered to be Teacher of Record positions.

• Candidates employed as a TOR can complete clinical experiences in their classroom

under the following conditions: o Approval from the Office of Clinical Experiences o Approval from school district and building administration o Licensure goal area correlates with current employment position o Building principal agrees to assign a cooperating teacher to provide mentoring,

evaluation, etc. throughout each placement o Submission and approval of the Teacher of Record Verification and Placement

Form

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o Candidate holds a valid Emergency or Transition to Teaching Permit

• Please note that some districts have policies that prohibit candidates from completing clinical experiences in their classroom. Please review your district’s policies regarding this topic.

Substitute Teaching

• Indiana Wesleyan University expects candidates to be, at all times, under the supervision of competent professional personnel. Candidates cannot be considered a substitute teacher, or paid as a substitute teacher, at any time during their clinical experiences (either field experiences or student teaching).

• Candidates wanting to accept a long-term substitute position should first seek the

recommendation of the Office of Clinical Experiences before determining if this type of position will allow them to complete clinical experiences.

• For early childhood programs, candidates may not be counted into the child/adult

classroom ratio. P-12 School Policies

• When candidates report to the assigned P-12 schools, they become a professional member of its faculty beholden to all of its policies and ethical guidelines. All candidates are expected to follow the same policies and procedures governing the P-12 schools in which they are placed.

• Candidates may be exposed to confidential files. Any breach of confidentiality or ethical violations which may break confidentiality could result in the dismissal of candidates from the P-12 schools.

• Candidates should be familiar with and uphold the Family Education Rights and Privacy

Act (FERPA) federal law protecting the privacy of student education records.

• Conversations and attitudes about the university, P-12 schools, administrators, teachers, students and the community should remain professional.

• Candidates should carefully handle materials belonging to their P-12 school. When

departing on the final day, all materials must be returned to their proper location.

• Candidates should be familiar and in accordance with the schools’ social media policy.

• Candidates must ensure that they are in compliance with the background check policies of the school/district in which they are working.

• During clinical experiences, candidates are expected to exhibit behavior that is in alignment with the P-12 schools’ policies and procedures. Candidates’ disregard for

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the P-12 schools’ policies and/or procedures may lead to termination from the program.

• If at any time a candidate is reprimanded for violation of a P-12 schools’ policies, they will

be immediately withdrawn from the experience and no credit will be given for the course.

• Candidates are not to be a detriment to any SoEL program. A major breach of integrity, unprofessional attitude or conduct, a lack of necessary skills, or a display of personal immaturity, may result in a candidate being removed from the clinical experience. Removal will constitute an unsatisfactory grade in the clinical experience and may preclude the opportunity to seek Indiana licensure.

Special Event Supervision

• Duties such as playground and cafeteria duties, in-school suspension, gymnasium and swimming pool supervision, field trips, and extra-curricular activities should only be conducted in the presence of the cooperating teacher and/or another licensed teacher or administrator.

Placement Disruptions

• If a disruption of normal activities occurs due to a teacher strike (or similar job action) in a school where candidates are placed, those candidates must not be present at the school until after the conflict is resolved.

• During the period of disruption, candidates will receive instructions from program

administrators on how to most effectively spend their time while waiting for the dispute to be settled. Whenever possible, advance notice of impending job actions should be given to the Office of Clinical Experiences, who will then notify the program director. If any strike or job action is not resolved in a reasonable length of time, the Office of Clinical Experiences will have the option of reassigning the candidate to another school district if circumstances permit.

Professional Attire

• All candidates must adhere to the guidelines of professional attire which stipulate for modest and professional dress during clinical experiences. Dressing like a professional teacher will assist in making positive impressions as candidates work with students, parents, and other professionals. No cleavage, tank tops, jeans, exceptionally tight clothing, or flip flops will be acceptable.

Legal Responsibilities

• Candidates participating in clinical experiences are expected to meet the following guidelines: • Candidates may not administer corporal punishment.

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• Candidates may use classroom behavior management as outlined by the cooperating teacher, Individual Education Program, and in accordance with school policies.

• Candidates are expected to report to the cooperating teacher all incidences related to drugs, alcohol, or abuse.

• Candidates are not permitted to drive a vehicle in which a P-12 student is a passenger.

• Candidates may not administer medications to P-12 students. • Candidates may communicate P-12 students’ progress to members of the educational

community as appropriate and as defined by the cooperating teacher. • Candidates must follow all of the school’s policies and procedures. • Candidates may only maintain students’ academic records as appropriate and defined

by the cooperating teacher. • Candidates must follow the Individualized Educational Programs for all P-12 students

with exceptionalities as well as any other legal plans for individual students (e.g. 504 Plans).

• Candidates may not date or socialize with P-12 students. School of Educational Leadership Appeals Process

• Candidates who have questions regarding actions taken by university faculty and/or the SoEL program administration will have the right to appeal the actions through the established due process procedure as outlined below. • The candidate must request and submit a Candidate Appeals Form to be reviewed

within the School of Educational Leadership at SOELappeals@indwes.edu. The form will then be sent to the appropriate department chair.

• The department chair will consult with whomever else is deemed appropriate for the

situation and will respond to the candidate in writing within fifteen (15) business days from the date the candidates’ original letter was received. The department chair’s response letter may include a request for more information or the department chair may render a decision on the issue in question. Such decision may be delayed until the requested additional information is received. Once the additional information has been received, the department chair will again have fifteen (15) business days in which to render a decision on the issue.

• If a candidate seeks to challenge the final decision made by the department chair, the

candidate may submit all written documentation, including the original form and all subsequent documentation from communication with the department chair, to the Dean of the School of Educational Leadership. The Dean will then render a decision on the issue(s).

• If the candidate is not satisfied with the final decision made by the Dean, the

candidate may continue to pursue the due process steps outside of the School of Educational Leadership as outlined for the university in the university catalog.

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Field Experiences Placement Attendance

• After being notified of placement details, candidates are required to arrange the expected number of hours for each field experience with the cooperating teacher to whom they are assigned. Once a schedule has been established, it is expected that the candidate be present for any scheduled meeting times.

• Candidates are expected to notify their cooperating teacher and reschedule their visit if they are unable to attend a previously scheduled meeting time for their field experience.

Placement Withdrawal

• If a candidate has an extended illness during a field experience, a withdrawal from the field experience may result in an incomplete or withdrawal from a course.

• If a cooperating teacher or cooperating school official requests that a candidate be

withdrawn from a field experience due to inappropriate behavior or inappropriate dispositions (see Professional Dispositions section) of the candidate, the result will be an automatic failure for the course and no credit will be awarded.

Candidate Employment

• Field experiences may impact a candidate’s current employment as they must take place during the school day. Arrangements must be made during the field experience to accommodate time away from a job or personal responsibilities during the school day to complete the required hours for each course. The cooperating teacher’s classroom availability at the P-12 partner school will determine when field experience hours may be scheduled.

• Candidates who gain employment with a P-12 school within the course of their program

need to contact the Office of Clinical Experiences immediately. Employment with a school district/corporation may have an impact on the candidate’s ability to complete clinical experiences. The Office of Clinical Experiences will work within program regulations and the P-12 school in which the candidate has been hired. Please be advised that not all employed positions lend themselves to clinical experiences.

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Student Teaching Student Teaching Attendance

• Student Teaching is a 14 week experience comprised of full-day obligations. Candidates will be expected to report to their classroom on the first school day in conjunction with the start of the course and will continue through until the final school day in conjunction with the end of the course. Full-day obligations is meant to reflect the typical teacher contract hours and responsibilities of the student teaching placement day. This will most likely include a report time prior to the start of the school day, additional time following student dismissal, and any additional responsibilities including after-hour faculty meetings, parent-teacher conferences, media-fair night, etc.

• Because of the accelerated nature of the transition to teaching program, candidates have

a very limited timeframe to complete their student teaching. Extraordinary circumstances or events (e.g., significant health or family issues, bereavement leave, etc.) may warrant an absence and will be reviewed on a case-by-case basis by the Course Instructor and University Supervisor. Candidates must communicate any absences with their Course Instructor and University Supervisor as soon as possible.

• In the instance of repeated absences due to illness, the candidate may be requested to

provide medical documentation verifying the necessity of the absence.

• Candidates may not take pre-planned vacation days during student teaching.

• It is required that each candidate student teach full-time as specified in the program requirements.

• Candidates are not permitted to come late or leave early when there is a planning period

at the beginning or end of the school day.

• Candidates are required to be present each scheduled day, including all faculty development days and parent/teacher conference events.

• Student Teaching will follow the P-12 school’s calendar with regard to holidays and

breaks rather than the University’s calendar.

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• Candidates must contact the cooperating teacher and course instructor two hours prior to the start of the school day for an absence due to illness or the death of an immediate family member during student teaching.

• When absent, all lesson plans, texts, and materials to be used for the day must be sent to

the cooperating teacher or school prior to the arrival of the students.

• Candidates must student teach at least half of their classes in the same licensure goal area as the content test they passed. At times it may be necessary to student teach in courses that are not part of the licensure goal area.

E-Learning Candidates who are completing their student teaching experience at an approved e-learning day provider may be eligible to count e-learning days as part of the candidate’s student teaching days. For the e-learning day to be included in the official count, the following requirements must be met:

1. The school is counting the day as an instructional day recognized by the state.

2. The candidate will plan the e-learning lessons that are being used.

3. The candidate will be responsible for the assessment of student work from the e-learning day.

4. The candidate will submit evidence of planning and assessment to the student teaching instructor.

Placement Withdrawal

• If a cooperating teacher or cooperating school official requests that a candidate be withdrawn from student teaching due to inappropriate behavior or inappropriate dispositions of the candidate, the result will be an automatic failure for the course and no credit will be awarded.

• Candidates must be aware that only two opportunities will be granted to pass the student

teaching course. Candidates who fail both the initial student teaching experience, and the subsequent re-enrollment student teaching experience, will not be recommended for a state teaching license.

Candidate Employment • By far, the most rigorous and demanding impact on candidates’ employment time will be

the student teaching experience. Student teaching is a full-time experience during the school day. Candidates will not be able to maintain a job during the school day for the duration of their student teaching experience.

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Program Licensure Indiana Wesleyan University (IWU) offers a variety of state-approved licensure programs throughout Indiana, Ohio, and Kentucky. Programs include initial licensure programs, advanced licensure programs, and an alternative licensure route known as Transition to Teaching. Candidates can complete programs in Early Childhood Education, Elementary Education, Secondary Education, Special Education, School Administration, and Teacher Leadership. Programs are accredited nationally through the Council for the Accreditation of Educator Preparation (CAEP) and the National Council for Accreditation of Teacher Education (NCATE). Throughout the next few paragraphs candidates will gain valuable general information regarding program testing requirements, test preparation and registration, licensing and testing gateways, application for licensure, and details directing candidates to further documentation which will provide more specific program-related information. State Testing Requirements To be eligible to complete their program of study and fulfill program requirements, candidates must meet state licensing requirements set forth by the program for which they have enrolled. To obtain specific information regarding which state test(s) are required for their program and any information concerning testing gateways (deadlines) for completing these tests, candidates should refer to the licensing document for their specific program found on the IWU Licensing Portal Page.

Please note that candidates not meeting testing gateways may be withdrawn from their program of study until such tests have been successfully completed. Being withdrawn may delay program completion. Official score reports for completed tests must be sent to the IWU Licensing Officer for proper documentation within the candidate’s academic record. Score reports must be sent to licensureofficer@indwes.edu. Testing Preparation and Registration Each state’s department of education has established standards for educators. It’s these standards that are the basis of test development for each pedagogy and content area assessment offered through state testing channels. Departments of Education also provide various test preparation and practice materials to aid candidates as they prepare and study for their required exams. Test registration is handled through each state’s department of education website and monitored through the testing company contracted by the state. Information on where to find preparation materials and details regarding test registration can be found on the IWU Licensing Portal Page. Candidates should use the link at the end of this section to access the IWU Licensing Portal Page and then choose the document pertaining to their specific program.

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Licensure and Testing Gateway Reminders Throughout a candidate’s program and depending upon which program a candidate is enrolled, candidates will encounter “Gateway” messages as reminders about licensure decisions and testing deadlines that must be completed by a specific due date. The first gateway is a reminder about state-required content, pedagogy, and reading testing. These exams are a required part of each program and a state requirement for licensure. Each program has its own unique set of gateways that determine when testing must be completed. The second gateway is specific to the BS in Early Childhood Education Program and is a reminder that a decision must be made by a specific time frame if a candidate decides they want to change from a non-licensure track program to a licensure track program. The following icons will be present throughout courses, course material, announcements, newsletters, emails, and any other modes of communication used throughout the School of Educational Leadership. Candidates must be mindful when they see these icons and any due dates that specifically pertain to them and their program; do not brush them off as something that can be taken care of at a later date. For specific details regarding licensure and test gateways, candidates should use the link at the end of this section to access the IWU Licensing Portal Page and then choose the document pertaining to their specific program. Applying for Licensure Upon completion of the final course in the program and after all required testing has been completed, a degree or program audit will be conducted by IWU Student Services. The purpose of the audit is to verify that candidates have completed and met all state, university, and program requirements. The audit process is a multistep process involving various departments on campus. During the audit process a variety of items are verified, some of which include: all university and program requirements being met, verification of completed state-required testing, transcripts accurately reflecting the degree or program completed, and the degree or certificate being processed, printed, and mailed. Once the audit has been completed, the IWU Licensing Officer is notified. They, in turn, will send an email to a candidate’s IWU email account with instructions on how to apply for licensure. It is wise to apply for licensure as soon as the candidate has received verification from the IWU Licensing Officer that they are eligible to apply. Candidates waiting to apply could be subject to new state-mandated program completion requirements. However, candidates should not apply for licensure until they receive notification from the IWU Licensing Officer that their degree or program Audit is complete. Applying early will affect the length of time for which the license is valid. The audit process cannot begin until all final grades have been posted and official score reports for all required testing have been received. Please note that regardless of the information found on the test registration site, test scores are not sent to IWU. It is the candidate’s responsibility to email copies of official score reports once they are received. The audit process can take up to six weeks to complete.

LICENSURE TRACK GATEWAY TESTING GATEWAY

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Program Specific Licensure Information In addition to the information found here, candidates can find specific information regarding licensure for their program by using the following link to access the Licensure Portal Page on the IWU website. Once there, candidates will be able to access general licensing information as well as specific documentation regarding their program. Once on the portal page candidates can choose documentation pertaining to their specific program. IWU login credentials are required for access. https://myiwu.indwes.edu/academicsites/soel/licensing/Pages/default.aspx Any questions regarding licensing should be directed to the IWU Licensing Officer at licensureofficer@indwes.edu.

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The InTASC Core Teaching Standards The model for programs within the School of Educational Leadership is aligned with the Interstate Teachers Assessment and Support Consortium (InTASC) Core Teaching Standards which outline the developmental progression of a professional educator. The entire program is grounded in Indiana Wesleyan University’s mission: “changing the world by developing students in character, scholarship and leadership.” It is essential that educators be prepared in all ten standards in order to make a positive impact as a professional. Those InTASC Core Teaching Standards include: The Learner and Learning: Standard #1: Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communicates to ensure inclusive learning environments that enable each learner to meet high standards. Standard #3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Content: Standard #4: Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Instructional Practice: Standard #6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Standard #7: Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

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Standard #8: Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Professional Responsibility: Standard #9: Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

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Professional Dispositions Although each teacher-candidate’s dispositions may be assessed at any time during his/her program of study, formal observations will be conducted at various points throughout the program as well as during the student teaching experience. Assessments will commonly be completed by university supervisors and cooperating teachers; however, assessments may also be completed by faculty as well as program and school administrative personnel. Purpose The Candidate Dispositions Assessment has two purposes. The first purpose of the assessment tool is to document individual candidate’s current performance level in regard to professional dispositions and evaluate each candidate’s progress over time. A candidate’s ability to think critically, apply the content he/she has learned, be reflective in professional practices, and be ethical and responsible in daily duties, are traits of the best, most successful teachers. This type of teacher considers not only the needs of students, but is actively engaged in advocacy to help students learn and grow. The second purpose of this assessment tool is to provide individual candidates a means to internalize those critical professional dispositions necessary to become a successful, reflective teacher. Throughout a teacher’s career, he/she will continue to refine professional practice skills; however, no teacher, no matter how talented, will ever achieve long-term career effectiveness without developing and utilizing professional dispositions. Content of Assessment The Candidate Dispositions Assessment is divided into the four categories outlined in the Interstate New Teacher Assessment and Support Consortium (InTASC) standards. These categories, then, contain related dispositions and biblical alignments.

• InTASC Standards: The InTASC Standards outline the common principles and foundations of effective teaching practice, which cut across all subject areas and grade levels. These standards, when applied to a teacher’s professional practice, improve student achievement.

• The Learner and Learning (InTASC Standards 1 and 3)

o Critical Thinking o Relational

• Content Knowledge (InTASC Standards 4 and 5) o Application of Content

• Instructional Practice (InTASC Standards 6, 7, and 8) o Reflection o Collaboration with School, Families, & Community o Diversity

• Professional Responsibility (InTASC Standards 9 and 10) o Ethics o Responsibility o Leadership

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o Engagement o Advocacy

• Biblical Integration: The School of Educational Leadership at Indiana Wesleyan

University is a faith-based institution. Not only does the institution strive to develop teachers with exemplary professional teaching practice, but the institution also seeks to develop teachers who strive to honor God in their professional practice. All verses listed below are from the New International Version (NIV) of the Bible. o 1 – Critical Thinking: And he said to the human race, “The fear of the Lord—that is

wisdom, and to shun evil is understanding” (Job 28:28). o 2 – Relational: Do not let any unwholesome talk come out of your mouths, but only

what is helpful for building others up according to their needs, that it may benefit those who listen (Ephesians 4:29).

o 3 – Application of Content: Do your best to present yourself to God as one approved, a worker who does not need to be ashamed and who correctly handles the word of truth (2 Timothy 2:15).

o 4 – Reflection: Be diligent in these matters; give yourself wholly to them, so that everyone may see your progress (1 Timothy 4:15).

o 5 – Collaboration with School, Families and Community: If it is possible, as far as it depends on you, live at peace with everyone (Romans 12:18).

o 6 – Diversity: MW - I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well (Psalms 139:14). Show proper respect to everyone (I Peter 2:17a). Live in harmony with one another. Do not be proud, but be willing to associate with people of low position (Romans 12:16a).

o 7 – Ethics: Professional Learning and Ethical Practice: May integrity and uprightness protect me, because my hope, Lord, is in you (Psalm 25:21).

o 8 – Responsibility: Professional Learning and Ethical Practice: Have confidence in your leaders and submit to their authority, because they keep watch over you as those who must give an account. Do this so that their work will be a joy, not a burden, for that would be of no benefit to you (Hebrews 13:17).

o 9 – Leadership: Leadership & Collaboration: Rise up; this matter is in your hands. We will support you, so take courage and do it (Ezra 10:4).

o 10 – Engagement: Leadership & Collaboration: And let us consider how we may spur one another on toward love and good deeds (Hebrews 10:24).

o 11 – Advocacy: Leadership & Collaboration: Learn to do right; seek justice. Defend the oppressed. Take up the cause of the fatherless; plead the case of the widow (Isaiah 1:17).

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CODE OF ETHICS FOR EDUCATORS

The AAE Code of Ethics serve as a foundational piece for educators. Please be aware that your specific program may have expectations of additional codes of ethics pertaining to your professional field.

Every candidate is responsible for knowing and following professional ethical guidelines at all times. Violation of ethical conduct may result in removal from your program. Depending on the nature of the violation of ethical conduct, Indiana Wesleyan University’s School of Educational Leadership faculty and staff will follow all ethical and legal protocols to ensure P-12 student safety.

Reference: Association of American Educators (AAE) https://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics

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CONTACT INFORMATION

Please contact the following personnel for any questions related to clinical experiences: Josh Deason, M.A. Assistant Director, Office of Clinical Experiences 765-677-1635 clinicals_schoolofed@indwes.edu Janet Moriarity Support Specialist, Office of Clinical Experiences 765-677-1185 fieldplacementsupport@indwes.edu

Colby Stout Support Specialist, Office of Clinical Experiences 765-677-1540 fieldplacementsupport@indwes.edu