Indiana Administrative Code
Title 515 - ADVISORY BOARD OF THE DIVISION OF PROFESSIONAL STANDARDS
Article 8 - INITIAL PRACTITIONER AND OTHER LICENSES
Rule 1 - General Provisions
Section 1-4.1 - Early childhood education curriculum requirements
Universal Citation: 515 IN Admin Code 1-4.1
Current through March 20, 2024
Authority: IC 20-28-2-6
Affected: IC 20-28-5-3; IC 25-35.6-1-7
Sec. 4.1.
To be eligible for the early childhood education school setting set forth in section 4 of this rule, the applicant must successfully meet the developmental and content standards by at least one (1) of the following requirements:
(1) Completed a baccalaureate degree from an institution of higher learning that includes the following:
(A) A minor or concentration in
any of the content areas listed in section 4(a)(2) [section 4(a)(2) of
this rule].
(B) A major or
content area in education from an approved program that includes the following:
(i) General education and subject matter
concentration, including, but not limited to, the following:
(AA) Language arts courses designed to
develop appreciation, knowledge, and understanding of world
literature.
(BB) Science courses
designed to develop broad functional understanding of conservation and the
physical, biological, and earth sciences. An integrative approach shall be used
whenever possible.
(CC) Social
studies courses designed to develop understanding of contemporary civilization,
economics and government, current social problems, and modern family life and
shall always include a course in U.S. history and a course in world
civilization. An integrative approach shall be used whenever
possible.
(DD) Mathematics courses
designed to develop broad functional knowledge and understanding of the
character and development of number systems and skill in use of
numbers.
(EE) Arts courses designed
to develop appreciation and skills in music and art.
(ii) Professional education and pedagogy,
including, but not limited to, the following:
(AA) At least five (5) days in a classroom
with an experienced teacher during completion of the final six (6) semesters of
the program.
(BB) Demonstration of
performance of developmentally appropriate literacy standards based on
scientifically-based reading research and developed and approved by the
board.
(CC) Differentiation of
instruction and teaching methods, including methods for teaching English as a
new language and students with exceptional needs, designed to maximize student
engagement.
(DD) Classroom and
behavioral management, including, but not limited to, the legal rights and
responsibilities of teachers, students, and families.
(EE) Curriculum development, lesson planning,
assessment, and data use in informing instruction.
(FF) Psychology of child development,
including, but not limited to, the development of exceptional needs
students.
(GG) Application of
effective teaching practices for teaching young children through a variety of
early and ongoing clinical experiences with infant and toddler,
pre-primary-aged, and primary-aged children within a range of educational
programming models.
(HH) Use of
informal and formal assessment and evaluation strategies in collaboration with
others to plan and individualize curriculum and teaching practices.
(II) Understanding of historical and
contemporary development of early childhood education.
(JJ) Reflection on and evaluation of
professional practices, professional conduct, and leadership.
(KK) Collaboration and consultation with team
members including colleagues, families, primary caregivers, agency personnel,
and other service personnel to design and implement experiences and
instruction.
(LL) Use of technology
to support instruction; access and manipulate data; enhance professional growth
and productivity; communicate and collaborate with colleagues, families, and
community agencies; and conduct research.
(MM) Teaching across all content areas of:
English/Language Arts, Mathematics, Science, Social Studies, Physical
Education/Health, Music, Visual Arts.
(NN) Competence in multicultural
awareness.
(iii) A
minimum of nine (9) weeks of full-time student teaching with an experienced
teacher during the later stages of the program.
(2) Completed the following requirements:
(A) A non-education baccalaureate degree from
an institution of higher learning.
(B) An education minor or concentration from
an approved program that includes:
(i) At
least nine (9) weeks of full-time student teaching with an experienced
teacher.
(ii) Demonstration of
performance of developmentally appropriate literacy standards based on
scientifically-based reading research and developed and approved by the
board.
(iii) Differentiation of
instruction and teaching methods, including methods for teaching English as a
new language and students with exceptional needs, designed to maximize student
engagement.
(iv) Classroom and
behavioral management, including, but not limited to, the legal rights and
responsibilities of teachers, students, and families.
(v) Curriculum development, lesson planning,
assessment, and data use in informing instruction.
(vi) Psychology of child development,
including, but not limited to, the development of exceptional needs
students.
(vii) Application of
effective teaching practices for teaching young children through a variety of
early and ongoing clinical experiences with infant and toddler,
pre-primary-aged, and primary-aged children within a range of educational
programming models.
(viii) Use of
informal and formal assessment and evaluation strategies in collaboration with
others to plan and individualize curriculum and teaching practices.
(ix) Understanding of historical and
contemporary development of early childhood education.
(x) Reflection on and evaluation of
professional practices, professional conduct, and leadership.
(xi) Collaboration and consultation with team
members including colleagues, families, primary caregivers, agency personnel,
and other service personnel to design and implement experiences and
instruction.
(xii) Use of
technology to support instruction; access and manipulate data; enhance
professional growth and productivity; communicate and collaborate with
colleagues, families, and community agencies; and conduct research.
(xiii) Teaching across all content areas of:
English/Language Arts, Mathematics, Science, Social Studies, Physical
Education/Health, Music, Visual Arts.
(xiv) Competence in multicultural awareness.
(3) A baccalaureate degree from an institution of higher learning and a masters
of arts in teaching approved by the board.
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