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Fall 2024 Trine Course Catalog

Education

BACHELOR OF SCIENCE WITH MAJORS IN:

TRANSITION TO TEACHING GRADUATE CERTIFICATE

MASTER OF EDUCATION PROGRAMS

Trine University’s Franks School of Education includes this department:

  • SHEVENAUGH DEPARTMENT OF ELEMENTARY EDUCATION

Information presented here is subject to change at any time, depending on actions taken by the Indiana Department of Education/Office of Educator Effectiveness and Licensing. Students are responsible for meeting any requirements for licensure that are in effect at the time they seek to be licensed. The requirements may differ from what is presented in this document. Students should remain alert to changes in requirements. Updated information is available from the Franks School of Education.

The School

The Franks School of Education was named in honor of Lawrence A. Franks, a 1959 mechanical engineering graduate and an emeritus member of the University’s Board of Trustees.

Established in 1884 by a group of Angola citizens, the University began as part of the normal school movement that spread throughout much of the United States during the last half of the nineteenth century. The initial course of study at Tri-State Normal College included teacher education and commerce. In 1921, Frances Kain Shevenaugh earned her “teaching certificate” at Tri-State by completing a twelve-week course of study. In June, 2001, the University reorganized its basic structure to make education a visible component. To renew the tradition of serving the needs of public education in the service area and beyond, the School of Education was created.

Accreditation

The Trine University Franks School of Education is accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the Indiana Department of Education/Office of Educator Effectiveness and Licensing (IDOE).

Mission of the School

The mission of the Franks School of Education at Trine University is to provide a supportive and challenging educational environment where teacher candidates embody the professional knowledge, skills, and dispositions required to positively impact the academic and social growth of all learners.

Professional Commitments and Dispositions

The Franks School of Education has adopted the principles developed by the Council of Chief State School Officers (CCSSO) and the Interstate Teacher Candidate Assessment and Support Consortium (InTASC) as program performance learning outcomes (PO). This set of model core teaching standards outlines what teachers should know and be able to do to ensure every P-12 student succeeds.

  1. Learner Development. The teacher candidate 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.
  2. Learning Differences. The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  3. Learning Environments. The teacher candidate 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.
  4. Content Knowledge. The teacher candidate understands the central concepts, tools of inquiry, and structures of 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.
  5. Application of Content. The teacher candidate 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.
  6. Assessment. The teacher candidate 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.
  7. Planning for Instruction. The teacher candidate 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.
  8. Instructional Strategies. The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skill to apply knowledge in meaningful ways.
  9. Professional Learning and Ethical Practice. The teacher candidate 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.
  10. Leadership and Collaboration. The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning and development, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Admission to Professional Education Sequence

Before taking the majority of EDU courses, which begins EDU 301 and EDU 303, teacher candidates must be officially admitted to the professional education sequence. To apply for the professional education sequence, teacher candidates must demonstrate basic skills competency by earning passing scores on the reading, mathematics, and writing sections of Praxis 1 (CORE) assessment or qualifying ACT/SAT scores, earn a 3.0 accumulative Trine GPA through at least 24 credit hours, complete an application form and clean criminal background check, and submit a positive letter of recommendation from academic advisor.

Transfer students must meet similar requirements. The Franks School of Education should be contacted for further details (260.665.4121).

Approved Programs

All teacher preparation programs are approved by the Indiana Department of Education/Office of Educator Effectiveness and Licensing.

Approved programs include the following:

  • Chemistry Education (5-12)
  • Chemistry Education (5-12)/Special Education Mild Intervention Dual Licensure (P-12)
  • Elementary Education (K-6)
  • Elementary Education/Special Education Mild Intervention Dual Licensure (P-12)
  • English/Language Arts Education (5-12)
  • English/Language Arts Education (5-12)/Special Education Mild Intervention Dual Licensure (P-12)
  • Health/Physical Education (P-12)
  • Health/Physical Education (P-12)/Special Education Mild Intervention Dual Licensure (P-12)
  • Life Science (Biology) Education (5-12)
  • Life Science (Biology) Education (5-12)/Special Education Mild Intervention Dual Licensure (P-12)
  • Mathematics Education (5 -12)
  • Mathematics Education (5 -12)/Special Education Mild Intervention Dual Licensure (P-12)
  • Social Studies Education (5 -12)
  • Social Studies Education (5 -12)/Special Education Mild Intervention Dual Licensure (P-12)

Social studies education majors must choose at least one content area from economics, government and citizenship, historical perspectives, and/or psychology.

Applicable standards for each program are InTASC general standards, IDOE/OEEL developmental standards, and IDOE/OEEL content standards.

Remaining in Professional Education Sequence

Once officially admitted, retention in the professional education sequence is contingent upon good academic standing and successful passing of all Franks School of Education (FSOE) requirements. The GPA required for admission is 3.0 overall.

Testing Requirements

To be eligible for admission to the professional education sequence, FSOE determined passing scores on Praxis CORE assessment or qualifying ACT/SAT scores must be submitted. To be eligible for Indiana teaching licensure, State of Indiana passing score(s) on required content area assessment and developmental (pedagogy) area assessment must be submitted. The Franks School of Education should always be consulted before a test is taken to ensure most recent testing requirements are met.

Student Teaching

Student teaching is completed in an area school, generally within 40 miles of the University, as assigned by the placement coordinator for the Franks School of Education. The traditional student teacher participates in a classroom with a cooperating teacher for 16 full weeks. To be eligible for licensure, the teacher candidate must have earned an overall GPA of 3.0 or higher, a GPA of 3.0 or higher in all areas of licensure, must have successfully completed student teaching with a GPA of 3.0 or higher, and must have met all FSOE-determined requirements at established levels.

Licensing Advisor

Trine University’s licensing advisor is the Dean of the Franks School of Education.