INDIANA PROGRAM REVIEW
English-Language Arts
Indiana University – Purdue University at Fort Wayne
Document # 1
A. UNIT SUMMARY
Program Description
The Department of English and Linguistics is responsible for writing instruction and general
education courses in literature, folklore, linguistics, and related fields. It offers undergraduate
and master's-level degree programs in English, as well as minors in English, creative writing,
folklore, linguistics, and professional writing. Candidates will demonstrate particular strengths
in understanding the elements of literature, language, and communication appropriate for a
secondary-school teacher of English. Upon completion of basic courses in the writing program
(ENG W130, W131, W140, W233), students should demonstrate critical thinking through the
interrelated activities of reading and writing. For example, students might annotate, respond to,
and formally evaluate texts and analyze, synthesize, and interpret their writings and those of
peers and professionals. Candidates should also have the ability to read and write clearly and
persuasively in various rhetorical contexts. For example, students might read and write
expressive, persuasive, and informative papers for personal, public, and academic audiences
using the processes, formats, and styles appropriate for these audiences. Candidates should
develop the skills to apply methods of inquiry appropriate to various rhetorical contexts so that
students move beyond mere reporting of information to make an original contribution to
knowledge. For example, students might do primary and secondary research ranging from
introspection to the use of public sources.
The English major candidate should also demonstrate the ability to write critically,
precisely, and persuasively, especially about topics relevant to the major field and selected
concentration. Candidates should be able to communicate knowledge of literary and linguistic
conventions and traditions, especially those of America and England, and to demonstrate the
ability to use research tools and methods appropriate to their selected concentration, to
understand and appreciate literature in English created during various historical periods and
demonstrate the ability to apply methods of various types of literary criticism. Teacher
certification candidates will demonstrate particular strengths in understanding the elements of
literature, language, and communication appropriate for a secondary-school teacher of English
with the skills to apply their knowledge of literature, language, and communication to the
teaching of others. In addition, candidates will demonstrate particular strengths in
understanding the principles of writing and rhetoric and will apply writing skills to original
works of fiction, nonfiction, and/or poetry. Candidates seeking a English-Language Arts
teaching major complete 39 credits in the content area of English, 45 general education credits,
and 34 credits of professional teacher education courses.
IPFW School of Education Conceptual Framework
In support of our School of Education Conceptual Framework, the English-Language Arts
Teacher Education Program in the Department of Educational Studies emphasizes the
interrelated aspect of each of the six core components within its curriculum and program
delivery. While individual courses may focus on some aspects of the framework more than
others, we are confident that our courses and programs as a whole, embrace this central core of
teacher training and development. Due to the current national testing and assessment
movement, content Knowledge is critical for effective educators to comprehend. Educators
need to understand how knowledge is constructed, how the processes of inquiry are applied,
how domains of knowledge are established, how disciplines can be integrated, and how this
information can effectively be communicated to students. Understanding content knowledge is
critical however, it cannot be viewed in isolation from the other five components. Democracy
and Community is the second key component that we encourage in the Department of
Educational Studies. Educators need an understanding of the moral, cultural, social, political,
and economic foundations of our community and society in order to foster democratic concepts
within the school community. Effective educators understand that knowledge alone is not
sufficient. Within the third component, Habits of Mind, our students practice critical reflection
within the context of a compassionate, caring community with the goal of fostering these habits
to engage learners in the critical aspects of the learning process. Without an understanding of
Pedagogy, our students would not understand the multiple roles of the teaching such as
facilitator, guide, role model, scholar, and motivator. Without an understanding of pedagogy,
educators would not understand the diverse perspectives of learning and understanding and the
social circumstances that they and their students bring to the educational setting. Without rich
Experiences both in and out of the traditional classroom, candidate skills would lie dormant and
unrefined. The last component, Leadership, provides our candidates the educational and social
vision necessary to inspire others, both students and colleagues, to accept the educational
challenges of the twenty-first century.
The Unit Assessment System
The Unit Assessment System (UAS) in the School of Education at Indiana University –
Purdue University at Fort Wayne was created in response to a professional responsibility to
ensure that our programs are of the highest quality. This dynamic assessment system is
continually evaluated to insure that 1) instruction and curriculum are aligned with professional,
state, and institutional standards (e.g., the Conceptual Framework and Mission Statement); 2)
courses, field experiences, and programs are efficient; and 3) content knowledge and the
demonstration of teaching that leads to a student teaching experience that reflects the attainment
of core concepts.
A key component of the UAS within the English-Language Arts Teacher Education
Program is the systematic review of the on-going teacher candidate portfolio. This portfolio is
introduced in our Invitation to Teaching course (F300) and students are provided a copy of the
Guidelines for Preparing a Portfolio that they continually refer to as they progress through our
program. Instruction in the English-Language Arts Teaching Program professional course
sequence is a faculty team effort. Professional Teacher Education courses are currently offered
in two clusters with a culminating experience of 16 weeks of a student teaching experience.
Faculty teaching in these block courses normally meet at the beginning and end of each
semester to discuss levels of organization and changes that need to address emerging issues and
improvement of the program. Portfolio checkpoints are located at four distinct locations within
the program: F300, at the conclusion of Blocks I, II, and at the exit portfolio during the student
teaching semester. At each portfolio checkpoint, candidates are provided feedback to allow
them to continually build and revise their portfolios up to their student teaching experience. The
English-Language Arts Teacher Education Program engages in a continuous review process and
the School of Education Unit Assessment Taskforce receives data from the unit assessment
system on an annual basis for review.
The School of Education Assessment System
A candidate record or file is established for all applicants to the School of Education teacher
education programs. This school-wide assessment system is structured around several data
gathering components. All candidates are assessed at several benchmark points 1) admission to
teacher education with minimum grades in specific course, minimum completion hours,
minimum grade point average, and passing scores on the Praxis I exam, 2) retention in teacher
education based on minimum grade point average, 3) eligibility to student teach, 4) eligibility to
graduate and/or complete requirements for licensure (including passing scores on the Praxis II
exam), 5) completion of a successful student teaching experience, and 6) the completion of a
passing exit portfolio discussed above.
Teacher Education Courses
Below is a list of teacher education courses required of all English-Language Arts Teacher
Education candidates. Required content specific pedagogy courses are located in Document # 2.
See the following link for campus course descriptions.
http://bulletin.ipfw.edu/content.php?catoid=1&navoid=5
EDUA F300
EDUC H340
EDUC K201
EDUC K206
EDUC M101
EDUC M201
EDUC M447
EDUC M470
EDUC M480
EDUC M501
EDUC P250
EDUC P253
EDUC W200
EDUC X401
Demonstrate the knowledge, skills, and dispositions of a beginning teacher as outlined by the
INTASC Standards.
Program Field Experiences Chart
Course #/Title or
Program
Requirement
M101 (with W200)
Purpose of Field
Experience
M201 (with P250)
Supervised field
experience during
which candidates
apply knowledge
gained in the college
classroom.
Facilitate the use of
technology hardware
and software with
children.
Number of Required
Hours in P-12
Classroom
3
30
Candidate Required
Tasks
Plan, implement, and
reflect on using
technology (internet
activities and software)
with children.
Use observational data
to experience and
address the candidates’
understanding of the
physical, social, and
intellectual
environments of
secondary classrooms.
Demonstrate evidence
of applying INTASC
standards as well as all
information gained in
coursework.
M201 (with P253)
Supervised field
experience during
which candidates
apply knowledge
gained in the college
classroom.
30
M401 (with M447)
Supervised field
experience during
which candidates
apply knowledge
gained in the college
classroom.
30
M470 (ms practicum)
Demonstrate the
knowledge, skills,
and dispositions of a
beginning teacher as
outlined by the
INTASC Standards.
6 weeks FT
M480 (student teach)
Demonstrate the
knowledge, skills,
and dispositions of a
beginning teacher as
outlined by the
INTASC Standards.
10 weeks FT
Use observational data
to experience and
address the candidates’
understanding of the
physical, social, and
intellectual
environments of
secondary classrooms.
Demonstrate evidence
of applying INTASC
standards as well as all
information gained in
coursework.
Plan and implement
content experiences;
perform formal and
informal assessments;
other tasks as assigned
by Cooperating Teacher.
Demonstrate evidence
of applying INTASC
standards as well as all
information gained in
coursework.
Candidates engage fully
in the planning,
implementing, assessing
(e.g., student learning),
and evaluating of the
effectiveness of their
teaching. Demonstrate
evidence of applying
INTASC standards as
well as all information
gained in coursework.
Candidates engage fully
in the planning,
implementing, assessing
(e.g., student learning),
and evaluating of the
effectiveness of their
teaching. Demonstrate
evidence of applying
INTASC standards as
well as all information
gained in coursework.