Graduate Catalog: 2021-22

Transition to Teaching Licensure

The University of Saint Francis offers fully online Transition to Teaching programs at the graduate level in the following subjects:

  • Transition to Teaching Elementary Education
  • Transition to Teaching in Middle Level and/or Secondary Education
  • Transition to Teaching in Special Education with Licensure in Mild Intervention or Intense Intervention

The University of Saint Francis also offers a Transition to Teaching in All Grade Visual Arts Education on campus at the undergraduate level.  (See Undergraduate Catalog for more information.)

Graduate Transition to Teaching (TTT) programs will lead to a recommendation for a teaching license by the State of Indiana within one to two years of program entry.  For those candidates who wish to also earn a Master of Arts Degree, the 18-24 credit hours of the TTT in Elementary or the TTT in Middle and/or Secondary Education can be applied to the 33 credit hours required for the Master of Arts in Teaching degree.

For those candidates who wish to also earn a Master of Science in Education Degree, the 24 credit hours of the TTT in Special Education can be applied to the 33-36 credit hours required for the Master of Science in Education degree.

Transition to Teaching in Elementary Education (licensure only)

Student Learning Outcomes

Candidates completing a Special Education program will demonstrate knowledge and skills in applying the following:

Learner and Learning Environments

  • 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. (INTASC Standard 1)
  • Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (INTASC Standard 2)
  • 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. (INTASC Standard 3)

Planning, Instruction, and Assessment

  • Instructional Practice: 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. (INTASC Standard 6
  • 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. (INTASC Standard 7)
  • 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. (INTASC Standard 8)

Content and Content Pedagogy Knowledge:

  • 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. (INTASC Standard 4)
  • 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. (INTASC Standard 5)

Professionalism

  • 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. (INTASC Standard 9)
  • 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. (INTASC Standard 10)

Licensure or Certification Eligibility

Upon successful completion of program requirements and specific licensure tests, Transition to Teaching graduates seeking an initial teaching license will be licensable by the State of Indiana in elementary education (grades K-6) upon meeting all licensing requirements.

License Requirements

Transition to Teaching in Elementary Education requires 24 credit hours.

Program of Studies

Transition to Teaching in Elementary Education

Course Credits
SPED 602 Diverse Learners in Today’s Classrooms 3
EDUC 525 Collaborative Classrooms & Schools 3
EDUC 568 Responsive Classroom Management 3
EDUC 606 Inclusive Content Assessment 3
EDUC 677 Math and Science Methods for El Ed 2
EDUC 678 ELA and Social Studies Methods for El Ed 2
READ 602 Reading Methods 3
READ 610 Literacy for All Learners 3
EDUC 690 Elementary Clinical Practicum** 1
EDUC 691 Elementary Clinical Internship** 1

**Additional Fees are required for EDUC 690 and EDUC 691

Admission Requirements

Progression Point 1

In addition to university admission requirements, the Division of Education requires the following:

  • Hold a baccalaureate degree from an accredited postsecondary educational institution in the subject candidates wish to license in with an overall Grade Point Average (GPA) of 3.0/4.0; or
  • Hold a baccalaureate degree from an accredited postsecondary educational institution in the subject candidates wish to license in with a 2.5/4.0 GPA and with five (5) years professional experience; or
  • Official Bachelor’s Degree Transcript
  • National Sex Offender check
  • Candidate Statement: Professional Background and Goals/Interest in this Program
  • Free online Virtual Campus Application

Applicants have one year (12 months) from the date of notification of acceptance or provisional acceptance to register for classes; failure to do so invalidates admission and the applicant must re-apply, without guarantee of acceptance.

A maximum number of 6 credit hours can be transferred into the Transition to Teaching program. A maximum number of 9 credit hours can be transferred into the MAT program.

Progression Requirements

Progression Point 2

Candidates must meet the following criteria to be accepted into the Transitional Clinical Practicum and /or Transitional Clinical Internship phase of the program:

  • Submit the completed Request for Practicum Placement.
  • Submit the completed Application for Clinical Internship (if required).
  • Submit an Expanded Criminal History check and Authorization Form.
  • Clearance of National Sex Offender check.
  • Maintain a cumulative GPA of 3.0.

Graduation Requirements

Progression Point 3

  • Successful completion of Clinical Practicum and /or Clinical Internship including Field Evaluation.
  • Successful completion of all required courses and program assignments.
  • Maintain an overall GPA of 3.0.
  • Submit the Application for Graduation Form.

Post Program Licensure Requirements

To apply for an Indiana Elementary Education Teaching license, the following criteria must be met:

  • Pass Indiana required Elementary Generalist Test(s) in all 4 areas (ELA, Mathematics, Science, and Social Studies).
  • Pass the appropriate Indiana required Pedagogy Test in the appropriate developmental level.
  • Submit proof of Certification from either an American Red Cross or an American Heart Association approved program in cardiopulmonary resuscitation (CPR) and automated external defibrillators (AED) at the adult and child levels with the online application.
  • Submit proof of a research-based Suicide Prevention Training.
  • Submit the online Application for an Indiana Teaching License in LVIS on the Indiana Department of Education website which includes an application fee.
  • Candidates from out of state are encouraged to check with your state Department of Education to find if any additional requirements are necessary for licensure.

Transition to Teaching in Middle Level and/or Secondary Education

Student Learning Outcomes

Candidates competing the Transition to Teaching in Secondary Education program will demonstrate knowledge and skills in applying the following:

Learner and Learning Environments

  • 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. (INTASC Standard 1)
  • Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (INTASC Standard 2)
  • 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. (INTASC Standard 3)

Planning, Instruction, and Assessment

  • Instructional Practice: 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. (INTASC Standard 6
  • 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. (INTASC Standard 7)
  • 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. (INTASC Standard 8)

Content and Content Pedagogy Knowledge:

  • 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. (INTASC Standard 4)
  • 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. (INTASC Standard 5)

Professionalism

  • 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. (INTASC Standard 9)
  • 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. (INTASC Standard 10)

Licensure or Certification Eligibility

Upon successful completion of program requirements and specific licensure tests, Master of Arts in Teaching graduates and Transition to Teaching graduates seeking an initial teaching license will be licensable by the State of Indiana in the specific program of preparation in which they have passed their licensure tests.

License Requirements

Transition to Teaching in Secondary Education requires 18-24 credit hours.

Program of Studies

Transition to Teaching in Middle Level and/or Secondary Education

Course Credits
SPED 602  Diverse Learners in Today’s Classrooms 3
EDUC 525 Collaborative Classrooms & Schools 3
EDUC 568 Responsive Classroom Management 3
EDUC 606 Inclusive Content Assessment 3
EDUC 607 Methods for Secondary Instruction 3
EDUC 611 Literacy in the Content Areas 3
EDUC 674 Transitional Clinical Practicum** 3
EDUC 676 Transitional Clinical Internship** 3

**Additional Fees are required for EDUC 674 and EDUC 676.

Admission Requirements

Progression Point 1

In addition to university admission requirements, the Division of Education requires the following:

Transition to Teaching Track in Middle Level and/or Secondary Education:

  • Hold a baccalaureate degree from an accredited postsecondary educational institution in the subject candidates wish to license in with an overall Grade Point Average (GPA) of 3.0/4.0; or
  • Hold a baccalaureate degree from an accredited postsecondary educational institution in the subject candidates wish to license in with a 2.5/4.0 GPA and with five (5) years professional experience; or
  • Hold both a baccalaureate degree from an accredited postsecondary educational institution and proof of passing approved CORE content area exam(s) in the subject area. [NOTE: This option requires passing a content assessment before TTT admission whereas the first two do not. This option does not require a bachelor’s degree in the licensure area.]
  • Official Bachelor’s Degree Transcript
  • National Sex Offender check
  • Candidate Statement: Professional Background and Goals/Interest in this Program
  • Free online Virtual Campus Application

Applicants have one year (12 months) from the date of notification of acceptance or provisional acceptance to register for classes; failure to do so invalidates admission and the applicant must re-apply, without guarantee of acceptance.

A maximum number of 6 credit hours can be transferred into the Transition to Teaching program. A maximum number of 9 credit hours can be transferred into the MAT program.

Progression Requirements

Progression Point 2

Candidates must meet the following criteria to be accepted into the Transitional Clinical Practicum and /or Transitional Clinical Internship phase of the program:

  • Pass the Content Knowledge Test in the area required for licensure.
  • Submit the completed Request for Practicum Placement.
  • Submit the completed Application for Transitional Clinical Internship (if required).
  • Submit an Expanded Criminal History check and Authorization Form.
  • Clearance of National Sex Offender check.
  • Maintain a cumulative GPA of 3.0.

Graduation Requirements

Progression Point 3:

  • Successful completion of Transitional Clinical Practicum and /or Transitional Clinical Internship including Field Evaluation.
  • Successful completion of all required courses and program assignments.
  • Maintain an overall GPA of 3.0.
  • Submit the Application for Graduation Form.

Post Program Licensure Requirements

To apply for an Indiana Secondary Education Teaching license, the following criteria must be met:

  • Pass Indiana required Content Knowledge Test(s) in the appropriate licensing area(s).
  • Pass the appropriate Indiana required Pedagogy Test in the appropriate developmental level.
  • Submit proof of Certification from either an American Red Cross or an American Heart Association approved program in cardiopulmonary resuscitation (CPR) and automated external defibrillators (AED) at the adult and child levels with the online application.
  • Submit proof of a research-based Suicide Prevention Training.
  • Submit the online Application for an Indiana Teaching License in LVIS on the Indiana Department of Education website which includes an application fee.
  • Candidates from out of state are encouraged to check with your state Department of Education to find if any additional requirements are necessary for licensure.

Transition to Teaching in Special Education (licensure only)

  • Transition to Teaching in Special Education – with licensure in Mild Intervention
  • Transition to Teaching in Special Education – with licensure in Intense Intervention

Student Learning Outcomes

Candidates completing a Special Education program will demonstrate knowledge and skills in applying the following:

Learner and Learning Environments

  • 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. (INTASC Standard 1)
  • Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (INTASC Standard 2)
  • 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. (INTASC Standard 3)

Planning, Instruction, and Assessment

  • Instructional Practice: 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. (INTASC Standard 6
  • 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. (INTASC Standard 7)
  • 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. (INTASC Standard 8)

Content and Content Pedagogy Knowledge:

  • 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. (INTASC Standard 4)
  • 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. (INTASC Standard 5)

Professionalism

  • 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. (INTASC Standard 9)
  • 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. (INTASC Standard 10)

Council for Exceptional Children Standards

Learner and Learning Environments

  • Understanding and Addressing Each Individual’s Developmental and Learning Needs: Candidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual’s strengths and needs. (CEC Initial K-12 Standard 2)
  • Supporting Social, Emotional, and Behavioral Growth: Candidates create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being. They follow ethical and legal guidelines and work collaboratively with families and other professionals to conduct behavioral assessments for intervention and program development. (CEC Initial K-12 Standard 6)

Content and Content Pedagogy Knowledge

  • Demonstrating Subject Matter Content and Specialized Curricular Knowledge: Candidates apply their understanding of the academic subject matter content of the general curriculum and specialized curricula to inform their programmatic and instructional decisions for learners with exceptionalities. (CEC Initial K-12 Standard 3)

Planning, Instruction, and Assessment

  • Using Assessment to Understand the Learner and the Learning Environment for Data-Based Decision Making: Candidates assess students’ learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate.  (CEC Initial K-12 Standard 4)
  • Supporting Learning Using Effective Instruction: Candidates use knowledge of individuals’ development, learning needs, and assessment data to inform decisions about effective instruction. Candidates use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. Candidates use whole group instruction, flexible grouping, small group instruction, and individual instruction. Candidates teach individuals to use meta-/cognitive strategies to support and self-regulate learning. (CEC Initial K-12 Standard 5)

Professionalism

  • Engaging in Professional Learning and Practice within Ethical Guidelines: Candidates practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity; and engage in ongoing self-reflection to design and implement professional learning activities. (CEC Initial K-12 Standard 1)
  • Collaborating with Team Members: Candidates apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school, other educational settings, and the community to plan programs and access services for individuals with exceptionalities and their families. (CEC Initial K-12 Standard 7)

Licensure or Certification Eligibility

Upon successful completion of program requirements and specific licensure tests, Transition to Teaching in Special Education graduates will be licensable by the State of Indiana in Mild Intervention or Intense Intervention.  By taking two additional courses, candidates can license in both Mild Intervention and Intense Intervention.  Special Education graduates are licensable in Mild Intervention or Intense Intervention with a school setting of Early Childhood (P-3), Elementary (K-6), Secondary (5-12) or All Grades (P-12).

License Requirements

Transition to Teaching in Special Education requires 24 credit hours

Program of Studies

Transition to Teaching – Mild Intervention

Course Credits
SPED 602 Diverse Learners in Today’s Classrooms 3
SPED 613 Collaborative Models of Behavior Management 3
SPED 615 Language and Social Skills Topics 3
READ 602 Reading Methods 3
READ 610 Literacy for All Learners 3
EDUC 606 Inclusive Content Assessment 3
SPED 660 Methods and Practicum in Mild Intervention** 3
SPED 675 Teaching Internship (Initial)* ** 3

*Initial candidates (those who do not possess any teaching license in Indiana or another state) must enroll in and successfully complete SPED 675.

**Additional Fees are required for SPED 660 and SPED 675.

Transition to Teaching – Intense Intervention

Course Credits
SPED 602 Diverse Learners in Today’s Classrooms 3
SPED 613 Collaborative Models of Behavior Management 3
SPED 615 Language and Social Skills Topics 3
SPED 626 Functional Curriculum / Assistive Technology 3
READ 602 Reading Methods 3
EDUC 606 Inclusive Content Assessment 3
SPED 671 Practicum in Intense Intervention 3
SPED 675 Teaching Internship (Initial)* ** 3

**Additional Fees are required for SPED 660 and SPED 675.

Admission Requirements

Progression Point 1

In addition to university admission requirements, the Department of Education requires the following:

Transition to Teaching in Special Education Track:

  • Hold a baccalaureate degree from an accredited postsecondary educational institution.
  • Have a 2.75/4.0 GPA or
  • Have a 2.5 GPA and five (5) years professional experience.
  • Official Bachelor’s Degree Transcript
  • National Sex Offender check
  • Candidate Statement: Professional Background and Goals/Interest in this Program
  • Free online Virtual Campus Application

Applicants have one year (12 months) from the date of notification of acceptance or provisional acceptance to register for classes; failure to do so invalidates admission and the applicant must re-apply, without guarantee of acceptance.

A maximum number of 6 credit hours can be transferred into the Transition to Teaching program. A maximum number of 12 credit hours can be transferred into the MSEd program.

Progression Requirements

Progression Point 2

Candidates must meet the following criteria to be accepted into the Practicum and /or Teaching Internship phase of the program:

  • Submit the completed Request for Practicum Placement.
  • Submit the completed Application for Teaching Internship (if required).
  • Submit an Expanded Criminal History check.
  • Clearance of National Sex Offender check.
  • Maintain a cumulative GPA of 3.0.

Graduation Requirements

Progression Point 3:

  • Successful completion of Practicum and /or Teaching Internship including Field Evaluation.
  • Successful completion of all required courses and program assignments.
  • Maintain an overall GPA of 3.0.
  • Submit the Application for Graduation Form.

Post Program Licensure Requirements

To apply for an Indiana Mild Intervention or Intense Intervention Teaching license, the following criteria must be met:

  • Pass Indiana required Content Knowledge Test(s): Mild Intervention Test and/or Intense Intervention Test.
  • Pass the appropriate Indiana required Pedagogy Test in the appropriate developmental level.
  • Submit proof of Certification from either an American Red Cross or an American Heart Association approved program in cardiopulmonary resuscitation (CPR) and automated external defibrillators (AED) at the adult and child levels with the online application.
  • Submit proof of a research-based Suicide Prevention Training.
  • Submit the online Application for an Indiana Teaching License in LVIS on the Indiana Department of Education website which includes an application fee.
  • Candidates from out of state are encouraged to complete the requirements for and apply for an Indiana license.  Then check with your state.
  • Department of Education to find if any additional requirements are necessary for reciprocal licensure.