Transition to Teaching

Applicants Must Meet the Following Requirements

• • A 2.75 minimum GPA is required in the most recent 60 credit hours of college coursework. Must hold a bachelor’s degree or graduate degree in the content area or with equivalent coursework in the area for which the restricted license is sought. Some degrees will not qualify without additional coursework being taken. Degrees who fall into this group include, but are not limited to: Criminal Justice, General or Interdisciplinary Studies, Information Networking, Psychology, Engineering, Nursing, Justice Studies, Sociology, Social Work, Bible Ministry, Political Science, Computer Science.
  • Locate a teaching position in your bachelor’s degree content area by contacting local schools directly, or visiting www.kansasteachingjobs.com.
  • Must be hired under contract to teach at least half-time. Employment as a substitute teacher will not qualify you for acceptance into the program.
  • Take the Praxis exam for your content area. A passing score is required before receiving a Kansas Restricted Teaching license. To register, go to https://www.ets.org/praxis/ks/test-takers/plan-your-test/certification.html. MNU’s score recipient code is 6437. Preparation materials are available on the Praxis website.
  • After contracted employment is secured with an accredited Kansas public or private school in the subject area you qualify for, contact our office with details of your employment.
  • Apply for the KSDE Restricted license and complete fingerprinting.
    • Application http://www.ksde.org/Agency/Division-of-Learning-Services/Teacher-Licensure-and-Accreditation/Licensure/License-Application/Restricted-License-Application
    • Fingerprinting
      If you would need to answer “Yes” to any of the questions under #19 on the attached license application, Form 9-Restricted License, then it is recommended that you apply for an Emergency Substitute Teaching License to determine if there is a possibility of your being able to obtain any type of teaching license. https://www.ksde.org/Agency/Division-of-Learning-Services/Teacher-Licensure-and-Accreditation/Licensure/License-Requirements/Emergency-Substitute-License-Requirements). It is also advisable to seek to have convictions or charges expunged from your record as the earliest opportunity if legally able to and if time permits prior to applying for a teaching license.
  • Admission to the Professional and Graduate Studies in Education program can only be granted after completion of these necessary Transition to Teaching requirements.

1. A candidate will not be issued a restricted teaching license by KSDE until the content area assessment test has been passed. If hired as a teacher of record in a state accredited public or private school in Kansas, a candidate may enroll in the introductory course, but may not take further courses until the restricted license is issued. All candidates hired and planning to enter the program must have all requirements met (qualifying coursework, 2.75 GPA, score report for passing Praxis test) and on file with MNU Licensure Office at least two weeks prior to the start of semester classes.
2. In order to continue with coursework the second year, the candidate’s contract must be renewed or he/she is hired with a different state accredited public or private school in Kansas. Further, the candidate must have made appropriate progress toward completion of the Plan of Study as defined by the following.

• • Attain at least a 3.00 GPA in those courses on the Plan of Study including a grade of “B-” or higher in all courses and an acceptable grade posted before the candidate can begin the next semester.
  • Candidates must take the coursework during the semester indicated on the Plan of Study. Any exceptions require approval from the Program Coordinator.
  • Candidates must continue to work closely with assigned on-site mentors.
  • Candidates must continue to collaborate with MNU University Supervisors regarding academic and non-academic professional practices.
    If appropriate progress is not made, a restricted license will not be reissued and he/she cannot take additional T2T courses.

• You will attend an orientation through Zoom to discuss program features including your Degree Completion Plan (DCP). Remember that your DCP is a contract between the state of Kansas, your employing school, and MNU. Deviation from the DCP is prohibited and may result in disqualification from the program.
• Work closely with your on-site Mentor (appointed by your employing school) and the MNU Supervisor. The MNU Supervisor will evaluate your teaching twice each semester. Please monitor MNU email for communication with your MNU Supervisor.
• Maintain Continual Progress in your program as identified in the Graduate School policies, KSDE regulations, and MNU Professional Teacher Education Program Policies. For all T2T students a 3.0 minimum GPA is required and no grade lower than a B-.
• After successful completion of the two-year program, teacher work sample, and all licensure tests (content and pedagogy), candidates may apply for full licensure through KSDE. KSDE will issue the license that you are eligible for – either an Initial License or a Professional License. They will make that determination based on whether you held a restricted license for a full two years and were in the same district for the full two years. If that is the case, you will receive a Professional License because you would have been mentored for a full two years while in the program. If you receive an Initial License, then you will need to complete the mentoring requirement with your district during the next school year.

EDUC 7114 Intro to Teaching (3 cr hrs)

Request for this to be a variable credit course

The purpose of this course is to create an awareness of the teaching profession by reflecting about oneself, students, schools and classrooms as the foundations for becoming an educator. The course will also provide procedures and requirements for becoming a professional educator in three ways: 1) concerns and realities of entering the teaching profession, 2) the significance and value of student diversity, and 3) complex social, cultural, and academic realities of the classroom and school. This course is also designed to examine the institutional development of public education in the United States with an interpretation of political, philosophical, and social forces influencing general, special and inclusive education development including legal rights of students relative to special education. The scope of this course is to study the philosophical, historical and foundational roles of schools, teachers and American society, and to explore American educational systems and focus on the conflict of values and critical changes experienced in education. Additionally, the philosophical forces, roles, ethical standards and professional guidelines in education will be addressed.

EDUC 7183 Classroom Management (3 cr hrs)

The teacher candidate demonstrates knowledge and skills in the effective organization of physical space, the establishment of classroom rules and routines to manage student behavior, and the provision of an environment conducive to learning; the use of problem solving models, including Positive Behavioral Interventions and Supports (PBIS) within the Multi-Tier System of Support (MTSS) framework; conducts Functional Behavioral Assessments (FBA), and develops Behavior Intervention Plans (BIP) to manage behavior and facilitate appropriate behavioral responses; demonstrates cultural sensitivity in the development and use of social skills curricula; and promotes the self-determination skills of learners. It is offered in an online format with periodic F2F meetings.

First Semester

EDUC 6804 Teaching Internship I (3 cr hrs)
This course is for Restricted Licensure program candidates during their first year of teaching. This course involves observation and evaluation of candidates in their first semester of teaching by both their mentor and university supervisors. Candidates participate in discussions and submit reflective journals concerning ongoing professional learning, and use 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 adapt practice to meet the needs of each learner.

EDUC 6414 Teaching and Learning I (3 cr hrs) – request for this to be a variable credit course.

In this course students will engage in curriculum planning and development of units of learning following the principles of Concept Based Instruction and principles of Understanding Design for Learning.
The focus of this course is to introduce teacher candidates to the following concepts:

1. Students as Learners,
2. Instructional Processes,
3. Assessment,
4. Analysis of Instructional Process, and
5. Professional Development, Leadership, and Community.

Teacher candidates will learn and employ effective curriculum planning through appropriate procedures (such as Universal Design for Learning), which take into consideration individual learner characteristics and apply effective instructional practices (including technology) to enhance the learning for all students. Elements including activities related to assessment, curriculum development and application of instructional practices are embedded in the educational setting.

Second Semester

EDUC 6805 Teaching Internship II (3 credit hours)
This course is for Restricted Licensure program students during their first year of teaching. This course involves observation and evaluation of candidates in the second semester of teaching by both their mentor and university supervisors. Candidates will complete the Teacher Work Sample. Candidates participate in discussions and submit reflective journals concerning appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, support staff, and community members to ensure learner growth, and to advance the profession.

EDUC 6445 Teaching and Learning II (The Exceptional Child) (non practicum) (3 cr hrs) – request for this to be a variable credit course

Learning to diagnose and resource individuals and learning differences in the classroom are the foci of this course. Special attention is given to the psychosocial and educational needs of exceptional individuals. Candidates understand the development, implementation and assessment of IEPs as well as the legal parameters appropriate for each learner’s educational needs. Activities related to teaching special needs students are embedded in field experiences.

Summer

EDUC 6444 Teaching and Learning III (3 cr hrs)
Candidates will build a unit of study infused with differentiation and emphasizing tiered instruction to promote the self-determination of students. In addition, candidates will learn to make instructional alterations and decision-making based on formative assessment results. To effectively construct and teach units to K-12 students, this course will emphasize brain-based teaching, 21st Century Skills, data analysis, reflection, understanding students’ prior knowledge, curriculum mapping, Universal Design for Learning and backward design. Activities related to strategies for differentiation and assessment are embedded in field experiences. This course helps teacher candidates to identify and conduct themselves as members of the education profession. They know and use ethical guidelines and other professional standards. They are continuous, collaborative learners who engage in reflective practice, demonstrate critical perspectives, and make informed and ethical decisions. They are informed advocates for sound educational practices and policies.

Third Semester

EDUC 6806 Teaching Internship III (1 cr hrs)
This course is for Restricted Licensure program students during their second year of teaching. This course involves observation and evaluation of candidates in the third semester of teaching by both their mentor and university supervisors.

Fourth Semester

EDUC 6807 Teaching Internship IV (1 cr hrs)
This course is for Restricted Licensure program students during their second year of teaching. This course involves observation and evaluation of candidates in the fourth semester of teaching by both their mentor and university supervisors.