Transition to Teaching - Early Childhood
The TTT-Early Childhood program is a lock-step, graduate level, non-degree initial licensure certificate program structured to prepare candidates to apply subject matter expertise, assessment knowledge, and developmentally appropriate instructional practices to early learning environments in order to support the healthy development of young children (birth-age 8) and their families.
This program contains all the course requirements needed to become a licensed teacher in Indiana. Candidates seeking licensure in states other than Indiana must first obtain their Indiana educator license and then seek licensure, in their state of choice, through possible reciprocity agreements. It is the candidate’s responsibility to contact the residency state’s licensing agency for requirements.
Upon completion of this program, candidates should be able to:
- Exhibit SoEL professional dispositions, demonstrate moral decision-making, uphold ethical standards with all stakeholders; reflect Christ-like behavior as the foundation of work with families, young children, and communities.
- Actively promote child development and developmentally appropriate learning experiences for all children in child care, classroom, home, and community settings.
- Create safe, healthy, respectful, supportive, and challenging learning environments, where young children have access to quality learning opportunities that inspire and set the stage for growth across the developmental domains.
- Exhibit knowledge and understanding of the dynamics of diverse family and community characteristics; honor diverse cultural values, language, and norms by encouraging a child’s learning connectedness to home.
- Consider contextual factors, learning cycle choices, development, and environment to proactively determine appropriate setting and behavior management procedures and practices; Initiate and think professionally in a timely manner to address management concerns.
- Design developmentally appropriate content-rich purposeful curriculum emphasizing the integration of topics and disciplines; Integrate academic standards, child development, impacting contextual factors and individual/group interests, needs, and learning styles.
- Facilitate positive, respectful, and reciprocal relationship-based interactions as a foundation to support, empower, and engage young children and families.
- Apply constructivist (Vygotsky) theoretical framework into practice throughout academic disciplines to design and support inquiry-based, play-based, open-ended, project-based, and problem-based learning experiences.
- Participate in informed advocacy for young children, families, and the early childhood profession through multiple types of advocacy (citizen, issue-based, self group, peer, statutory, family & friend).
- Evaluate and implement developmentally appropriate effective approaches when selecting a wide variety of tools, resources, and strategies to meet the unique needs of all learners including: technology, inquiry-based, project-based, problem-based, UDL, RTI, and differentiation practices.
- Demonstrate skills in systematic and responsible observing, documenting, assessing, analyzing, and reporting data to support early learning.
- Practice servant leadership philosophy and principles in approach to clinical and service experiences, serve by putting the needs of others first, sharing power, aspire to lead after trust and relations are earned and built, helping young children, families, and communities develop and perform as highly as possible.
Admission Requirements
All applicants must have:
NOTE: Applicants should be aware that Indiana State Legislation has mandated that expanded background checks are required for those working with students in Indiana schools. Applicants will also be required to adhere to any additional State Mandates required for Early Childhood educators. Though candidates will be required to submit an initial background check that is acceptable to the university as a part of their application materials, that successful background report will only serve to gain admittance to that academic program. School corporations are governed by a locally elected Board of Trustees who set policy for their school corporation. All accepted students should understand that additional background checks will most likely be required by school corporations before participating in clinical experiences.
Program Requirements
- Students will need to provide passing scores on their content and pedagogy test and meet gateway requirements of the program.
- The Transition to Teaching- Early Childhood Certificate is a lock-step program. Students who are unable to complete a course or who receive an unsatisfactory grade for their specific program will repeat that course. Tuition and fees will be charged for repeating the course.
- Field experiences and student teaching are required.
Student Teaching
- All candidates must complete a full-time student teaching experience in a P-3 classroom.
- All core course work prior to student teaching must be completed with a minimum grade of no less than "B-" in each core course to be eligible to student teach.
- All placements for student teaching will be made by the Office of Clinical Experiences. Candidates are not to contact any school or attempt to secure their own student teaching assignment at any time.
- Removal from a student teaching experience may result in the candidate being permanently withdrawn from the program. A grade of "No Credit" will be issued for the student teaching course.
Completion Requirements
To successfully complete the Certificate Program, candidates must:
- Complete all course requirements with a minimum GPA of 3.00 and no grade lower than a "B-."
- Complete a full-time student teaching experience, plus multiple field experiences in the required early childhood settings.
- Successfully pass all Clinical Experience requirements associated with their program.
- Complete admission, mid-program review, and program completion gateways.
- Provide passing scores for all state required licensure content and pedagogy examinations.
- Upon completion of the Transition to Teaching- Early Childhood Program, candidates will be recommended for an Early Childhood Educator License in the state of Indiana. Candidates seeking licensure in states other than Indiana must first obtain their Indiana educator license and then seek licensure, in their state of choice, through possible reciprocity agreements.
TTT Early Childhood - Program of Study
Core Courses - Early Childhood
| EDUT-514 | Foundations in Early Childhood Development | 3 |
| EDUT-524 | Parents, Families, and Community Partnerships | 3 |
| EDUT-532 | Reading and Writing in Emergent Literacy | 3 |
| EDUT-542 | The Science of Teaching Reading | 3 |
| EDUT-533 | The Preschool Learning Environment | 3 |
| EDUT-534 | Primary Grade Curriculum, Instruction, Assessment, and Management | 3 |
| EDUT-544 | Early Childhood Advocacy in Action | 3 |
| EDUT-582 | Student Teaching in Early Childhood | 3 |
| Total Credit Hours: | 24 |
