511 IAC 10.1-3-7 Preparation

Sec. 7. (a) A department-approved transition to teaching program offered by an institution of higher education may offer the course of study as either undergraduate or graduate level. A department-approved program offered by an entity other than an institution of higher education may offer a noncredit hour based certificate. (b) The qualified person must meet the general admission standards of the approved program for the credit or certificate being awarded. (c) The course of study may be part of a degree program, but a participant is not required to earn a degree to successfully complete the preparation program. (d) The preparation shall include the following: (1) The course work, field experiences, and classroom experiences that prepare the participant to successfully master the developmental standards set forth in 511 IAC 13-1-1(c). (2) The performance assessments defined in the approved program assessment system that document mastery of the developmental standards established pursuant to 511 IAC 13-1-2. (e) Preparation shall require: (1) not more than the number of credit hours set under IC 20-28-4; (2) at least six (6) credit hours in reading instruction for elementary teaching; and (3) at least six (6) credit hours in reading instruction for prekindergarten through grade 3. (f) The department shall provide guidance on the requirements for program design to meet credit hours. (g) Transition to teaching programs preparing teachers for licensure in a special education area under 511 IAC 15-6-10 must meet the requirements of 34 CFR §300.156(c)(2) and 511 IAC 7-36-3(b) to ensure: (1) an enrolled teacher: (A) receives high quality professional development that is sustained, intensive, and classroom-focused in order to have a positive and lasting impact on classroom instruction, before and while teaching; (B) participates in a program of intensive supervision that consists of structured guidance and regular ongoing support for teachers or a teacher mentoring program; (C) assumes functions as a teacher only for a specified period not to exceed three (3) years; and (D) demonstrates satisfactory progress toward full certification as prescribed by the department in subsection (h); and (2) the department ensures, through its program review, approval, monitoring, and licensure processes, which incorporate the 2020 revision of the Initial Practice-Based Professional Preparation Standards for Special Educators, the 2020 revision of the Initial Practice-Based Professional Standards for Early Interventionists/Early Childhood Special Educators, and High Leverage Practices published by the Council for Exceptional Children, that the provisions set forth in this subsection are met. (h) As required in subsection (g)(1)(D), to demonstrate satisfactory progress, an enrolled teacher must: (1) commit to completing the approved transition to teaching program for special education licensure within three (3) years after admission to that program; and (2) complete a minimum of six (6) semester hours of coursework, or the equivalent, if enrolled in a non-higher education program per academic or calendar year, unless the education program provider has a greater annual progress requirement for the enrollee to remain in good standing, in which case the program provider requirement must be met. (i) An approved transition to teaching program provider under subsection (g) is responsible for monitoring the progress of teachers enrolled in their program under subsection (h) and shall include information on the academic progress of enrollees in the annual report to the department as required in section 9(b) and 9(c) of this rule.