The Traditional Education Pathway

Students pursuing a degree in elementary, special, or secondary education must be officially admitted as a “candidate” to a School of Education in order to complete a teacher education program. A candidate is one who has met the candidacy requirements of the Teacher Preparation Program.

Steps Prior to Candidacy…

DECLARE THE MAJOR. To declare Teacher Education as a major, the following must be completed as early in one’s college career as possible:

• Complete the Declaration of Curriculum in the Registrar’s office. Once a major is declared, an academic advisor will be assigned.

REGISTER FOR SED 1000. The introductory class, Teaching School in America, must be completed with a minimum grade of B- or better.

• If the course is not completed with a minimum grade of B-, Basic Skills competency must be displayed and a plan for success must be developed with the instructor.
• Once basic skills competency is met, you may repeat SED 1000. (SED 1000 may be repeated only one time.)

DISPLAY BASIC SKILLS COMPETENCY. Prospective teachers must demonstrate basic skills competency as a Grace School of Education candidacy requirement. Prospective candidates may either pass the Praxis Core or qualify through an alternative assessment route. (see below).

The Praxis Core includes 3 subtests:

• Praxis- Reading
• Praxis- Math
• Praxis- Writing

Complete information about the Praxis Core is available on the website: ets.org/praxis

Alternative basic skills assessment routes include the following:

• ACT with a score of at least 20 based on Math, Reading, Grammar, and Science
• SAT with a score of at least 1030 based on Critical Reading and Math (See note below)

Notes: ACT and SAT scores do not include writing. Anyone with a Master’s Degree or higher from a regionally accredited institution is exempt from this requirement.

AVAILABLE COURSES. School of Education policy states that students much earn a minimum grade of C or higher in all SED courses (except SED 1000 in which a B- or higher is required) to progress through the program. The following courses may be taken after completing SED 1000 (with B- or higher):

• SED 1110 (minimum grade of B- in SED 1000)
• SED 2200 (minimum grade of B- in SED 1000 and before SED 2600)
• SED 2400 (minimum grade of B- in SED 1000)
• SED 2500 (minimum grade of B- in SED 1000)
• SED 2600 (minimum grade of B- in SED 1000 and minimum grade of C in SED 2200)
• SED 2410 (minimum grade of B- in SED 1000 and minimum grade of C in SED 2400)
• SED 2420 (minimum grade of B- in SED 1000 and minimum grade of C in SED 2400 & 2410)

REQUIRED GPA. A cumulative GPA of 2.5 or better must be earned before applying for candidacy status.

TRANSFER STUDENTS. Transfer students ready to take candidacy level courses must submit a letter of good standing A letter of good standing by the Teacher Education administration of the school previously attended. This letter must be submitted to the School of Education prior to candidacy. Transfer students meet with their advisors to discuss critical information about the program.

Candidacy Process…

FORMAL ADMISSION. Students must be formally admitted to the School of Education teacher preparation program. Students will receive notification when they are to apply for candidacy status in the School of Education. Upon receiving notification, students will complete a digital candidacy packet which includes the following documentation prior to scheduling a candidacy interview:

• A disposition form completed by a non-School of Education faculty or staff member at Grace College.
• Two letters of recommendation, based on academic ability and character, completed by someone who is or is not associated with Grace College (for example, a high school teacher, other professional in an educational setting, or a non-education professor who is familiar with your work).

Once the candidacy packet is submitted, students schedule an interview in the School of Education as the final step in the admission process.

CANDIDACY INTERVIEW: Students seeking candidacy are interviewed by School of Education faculty, staff and/or local educators. Students must earn a passing score on the interview rubric. Those not meeting the passing score will meet with their advisor to develop a plan for success. The candidate interview may be retaken one time.

MAINTAINING CANDIDACY. In order to remain in the School of Education, a candidate must do the following:

• Maintain a cumulative GPA of 2.5 or higher
• Earn a minimum grade of C in the remaining SED courses. Education courses may be retaken only once.
• Successfully complete all field and clinical experiences.
• Display character, competence, and service in and outside the classroom.
• Complete COM 1100, Public Speaking, with a minimum grade of B-.
• Complete ENG 1100, Effective Writing, with a minimum grade of B-.

Practical classroom experience is an important component of our teacher preparation program and involves observation and/or participation in public- and/or private-school settings. Students participate in practical field experience in the very first School of Education course (Teaching School in America) and have frequent opportunities for classroom experience throughout the program. Many School of Education classes include a field/clinical experience* (practical) component and involve

• Helping candidates decide if teaching should be their chosen career
• Assisting candidates in making decisions about preferred grade levels and content area
• Providing candidates with knowledge about the profession of teaching
• Assisting candidates in moving from knowledge and understanding to practice and implementation
• Providing a necessary foundation for student teaching

*Field experience generally occurs early in the program and involves observation and some participation. Once the candidate begins to teach some lessons, and thus impact student learning, practical experience is then classified as “clinical experience.”

Student Teaching: Where Content Knowledge and Clinical Practice Converge…

The single most important component of the School of Education program is a successful student teaching experience.

STUDENT TEACHING SEMESTER. Student Teaching is a fifteen-week period during which the student teacher is assigned to one or more classrooms in a public or Christian school setting on a full-time basis, putting into practice all that has been learned prior to the final semester. During this time, the student teacher is under the supervision of an experienced master teacher, referred to as the classroom supervisor, and is being supervised by one or more college supervisors.

Student teachers are typically informed of their placements in the spring semester prior to the student teaching experienced and are required to visit their classroom supervisors at the school of their assignment before leaving for summer break. Fall student teachers begin their pre-service, professional semester on the first day of school of the school corporation to which they are assigned. Spring student teachers are required to be in the classroom during the first week of school in the fall. As the weeks pass, student teachers progress from observing to having complete supervision of the class using a co-teaching model. During this time, the student teacher is observed and counseled by the college supervisors. Classroom supervisors, in collaboration with college supervisors, complete an initial, mid-term, and final evaluation.

Because the student teaching semester is so important and demanding, the candidate is encouraged to reduce outside activities to a minimum. For most, it will mean not working and having very limited involvement in extra-curricular activities. Students are not permitted to enroll in any other academic courses during this semester unless permission is granted by the Director of Student Teaching.

Transportation to and from the student teaching location is the responsibility of the candidate. The School of Education does try to place student teachers so that transportation will not be a problem.

ALTERNATIVE STUDENT TEACHING PLACEMENT. Candidates, other than those completing the TAL (Teaching all Learners) dual licensure program, have the option of completing a portion of the student teaching semester in an alternative placement. The following rules apply:

• The intent to teach in an alternative placement must be approved in advance by the Director of Student Teaching and included on the student teaching application.
• The placement must be in a setting that cannot be duplicated locally.
• The Director of Student Teaching will approve or deny the placement, based on the candidate’s academic and dispositional records. The placement can be overturned if the candidate displays areas of concern after approval for student teaching.
• The alternative placement comes only after a successful local placement (at least B-) and a successful senior project (at least C).
• The placement will consist of ten weeks locally and five weeks in an alternative setting.

The Indiana Educator License…

In order to teach in an Indiana public school, a teacher must hold a valid teaching license. This document asserts that the holder has met certain legal minimum standards as specified by the state. It also indicates the subject(s) and grade level(s) the teacher is qualified to teach.

The School of Education prepares graduates for professional licensure. Upon completion of all degree and program coursework, passing the Praxis ® Pedagogy and the Content Knowledge/Subject Assessment(s), as well as other *certification requirements, the Licensing Advisor approves licensure applications for graduates via the online LVIS platform. The Initial Practitioner License issued to a beginning teacher is valid for two years. After receiving an Initial Practitioner License, the new teacher can then commence working toward the Practitioner License (a 5-yr. license).

• *Other Licensure requirements include:
• Suicide Prevention Training
• CPR & AED Certification
• Human Trafficking Training (as of July 1, 2025)
• Child Abuse and Neglect Training (as of July 1, 2025)

Indiana Licensure Exams…

As of September 1, 2021, all applicants for an initial instructional license must take and pass the Praxis^® Pedagogy and the Content Knowledge/Subject Assessment(s) specific to the licensure area and developmental level of the license they are seeking.

PRAXIS^® PEDAGOGY ASSESSMENTS. All applicants for initial instructional licenses must take and pass the Praxis^® Principles of Learning and Teaching Pedagogy Assessment (PLT) for the developmental level of the license they are seeking. The purpose of the Praxis^® PLT series (Early Childhood, Grades K-6, Grades PreK-12, Grades 7-12) is to assess a new teacher’s knowledge and understanding of educational practices foundational to beginning a career as a professional educator. The test is designed to reflect the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards. The test content assesses key indicators of the beginning educator’s knowledge of topics such as human development, learning processes, instructional processes, diverse learners, educational psychology, and professional issues. Examinees taking Praxis^® PLT will typically have completed, or will have nearly completed, an undergraduate education program. Each test includes questions that apply specifically to the stated grade range of the test as well as some that are universal to all grade levels.

PRAXIS^® SUBJECT/CONTENT KNOWLEDGE ASSESSMENTS. The Praxis^® Subject Tests are important components of Indiana’s licensure and certification process and measure knowledge of specific subjects that K-12 educators will teach.  Praxis^® Subject Assessments include over 90 different tests for specific licensure areas, ranging from Mathematics to World Languages.

EARLY LITERACY ENDORSEMENT. To support Indiana’s statewide goal of ensuring 95% of third grade students can read by 2027, House Enrolled Act (HEA) 1558-2023 required the Indiana State Board of Education (SBOE) to establish a required literacy endorsement for teacher candidates applying for an initial Professional Educator License covering the pre-K-5 grade span or special education licensure after June 30, 2025. The recently adopted Praxis^® 5205 Teaching Reading: Elementary test will become mandatory for elementary, early childhood, and special education teachers newly licensed as a professional educator beginning July 1, 2025.

Additional Licensing Requirements…

CPR Certification. Per Indiana Code 20-28-5-3(c), applicants applying for an initial teaching license (and at the time of conversion or renewal of any kind) must have successfully completed training in:

• Cardiopulmonary resuscitation that includes a test demonstration on a mannequin,
• Removing a foreign body causing an obstruction in an airway, and the Heimlich Maneuver;
• Beginning July 1, 2011, the use of an automated external defibrillator (AED); and
• Hold a valid certification in each of these procedures from either the American Red Cross or the American Heart Association or other providers as approved by the department.

An initial teaching license is the first license issued to an applicant, regardless of content area or setting. Effective July 1, 2012, the requirements listed above must be met for the following initial license and permit renewals:

• Current Indiana educators must show proof of valid CPR/AED/Heimlich certification.
• In state program completers applying for initial licensure must show proof of valid CPR/AED/Heimlich certification.

Suicide Prevention Training. Effective July 1, 2013, the department may not issue an initial teaching license (includes instructional, student services and administrative licenses) at any grade level to an applicant for an initial teaching license unless the applicant shows evidence that the applicant has successfully completed education and training on the prevention of child suicide and the recognition of signs that a student may be considering suicide.

Human Trafficking Training.  Per IC 20-28-5-12.3, educators seeking an initial DOE-issued license or permit are required to complete training in identification and reporting of human trafficking prior to initial licensure.This training will be required for any initial educator license or permit first issued to an applicant, regardless of content area or setting. This includes instructional, administrative, and school services license applicants. Effective July 1, 2025, these requirements must be met for the following:

• All applicants eligible for initial educator licenses and all permit types. Additionally, this training is required for school employees who do not hold a DOE-issued license/permit, but who are likely to have direct, ongoing contact with children within the scope of the employee’s role. Substitute teacher permit holders may be required by the LEA to complete this training.

Child Abuse and Neglect Training. Per IC 20-28-3-4.5 and IC 20-28-5-12.5, each school corporation, charter school, and state accredited nonpublic school shall require each school employee likely to have direct, ongoing contact with children within the scope of the employee’s employment to attend or participate in training on child abuse and neglect, including:

1. Training on the duty to report suspected child abuse or neglect under IC 31-33-5; and
   ii. Training on recognizing possible signs of child abuse or neglect.

Effective July 1, 2025, these requirements must be met for issuance of initial licenses and permits, and for issuance of renewals, conversions, and professionalizations of current IDOE-issued permit and license holders:

• Required for educator license/permit holders at the point of initial DOE licensure and for license/permit renewal. This includes instructional, administrative, and school services license applicants. Additionally, this training is required for school employees who do not hold a DOE-issued license/permit, but who are likely to have direct, ongoing contact with children within the scope of the employee’s role. Substitute teacher permit holders may be required by the LEA to complete this training.

Teaching Out of State…

Indiana is a participant in the NASCTEC (National Association of State Directors of Teacher Education and Certification) licensure reciprocity/interstate agreement, along with most states, though not all. Teaching certification reciprocity can be complex, and many states may have additional requirements. Prospective teachers are encouraged to consult the licensing board or agency of their state of interest for the licensing requirements of that state. Links to the licensing agency of each state is provided in the Teacher Certification: Reciprocity Guidelines by State Directory.

For more information on the licensure reciprocity/interstate agreement, visit the National Association of State Directors of Teacher Education and Certification at https://www.nasdtec.net/page/Interstate.

Links:

Teacher Certification: Reciprocity Guidelines by State Directory

National Association of State Directors of Teacher Education and Certification

Grace College School of Education Pre-licensure Disclosure

Indiana currently participates in an Interstate Agreement with most other states and territories through NASDTEC, the National Association of State Directors of Teacher Education and Certification. NASDTEC outlines specific state regulations in terms of education and experience requirements for teacher licensure. Although most states provide guidelines for, and participate in, some type of reciprocity for educator licensing, interstate reciprocity is not a guarantee.

The Teacher Certification: Reciprocity Guidelines by State Directory provides information about the interstate agreement as well as a directory of the licensing boards or agencies of participating jurisdictions.

IMPORTANT NOTE TO PROSPECTIVE TEACHER CANDIDATES: Each state is responsible for its own certification/licensure requirements, which may change without notice to NASDTEC or Grace College or Indiana Department of Education’s office of certification. School of Education program completers who plan to pursue licensure in a state other than Indiana, can expect the receiving state to assign additional licensure requirements, verify completion of an approved program, conduct a transcript and credential review, and/or require additional testing. You must contact the office of certification in any state to which you may be relocating to get the most accurate information on certification requirements. One important guideline is that reciprocity is almost always easier if you first complete the certification requirements and obtain your teaching credential in Indiana.

This disclosure is applicable to the following licensure programs:

• Elementary Education
• Mild Intervention
• Intense Intervention
• Social Studies Education
• Life Science Education
• Math Education
• English Education
• Foreign Language Education
• Business Education

ADDITIONAL RESOURCES:

The Websites of Jurisdictions directory map will help you locate the main web page for the entity in each state that is responsible for educator certification.

Links:

Teacher Certification: Reciprocity Guidelines by State Directory

Websites of Jurisdictions directory map