{"@id":"https://credentialengineregistry.org/resources/ce-31180f40-f705-4eb4-adde-ee2ec1343879","@type":"ceterms:Certificate","@context":"https://credreg.net/ctdl/schema/context/json","ceterms:ctid":"ce-31180f40-f705-4eb4-adde-ee2ec1343879","ceterms:name":{"en-US":"Certificate in Early Childhood Education (Transition to Teaching) (Adult \u0026 Graduate Programs)"},"ceterms:ownedBy":["https://credentialengineregistry.org/resources/ce-67c20b04-d34d-4201-ab1a-e058ca08b37e"],"ceterms:inLanguage":["en"],"ceterms:description":{"en-US":"The Transition to Teaching (TTT) Early Childhood Education program is a lock-step, graduate level, non-degree, initial licensure certificate program. The program is structured to prepare candidates to apply subject matter expertise, assessment knowledge, and developmentally appropriate instructional practices to early learning environments in order to support the healthy development of young children (birth-age 8) and their families. Coursework is completed online, and field experiences and student teaching are required. \nThis program contains all the course requirements needed to become a licensed P-3 educator teacher in Indiana. Candidates seeking licensure in states other than Indiana must first obtain their Indiana educator license and then seek licensure, in their state of choice, through possible reciprocity agreements. It is the candidate's responsibility to contact the residency state's licensing agency for requirements. Fifteen credits in this program can be applied to the Master of Science with a major in Early Childhood Teaching. \n\nProgram Learning Outcomes \n- Exhibit School of Educational Leadership (SOEL) professional dispositions, demonstrate moral decision-making, uphold ethical standards with all stakeholders; reflect Christ-like behavior as the foundation of work with families, young children, and communities. \n- Actively promote child development and developmentally appropriate learning experiences for all children in child care, classroom, home, and community settings.\n- Create safe, healthy, respectful, supportive, and challenging learning environments, where young children have access to quality learning opportunities that inspire and set the stage for growth across the developmental domains. \n- Exhibit knowledge and understanding of the dynamics of diverse family and community characteristics; honor diverse cultural values, language, and norms by encouraging a child's learning connectedness to home. \n- Consider contextual factors, learning cycle choices, development, and environment to proactively determine appropriate setting and behavior management procedures and practices; Initiate and think professionally in a timely manner to address management concerns. \n- Design developmentally appropriate content-rich purposeful curriculum emphasizing the integration of topics and disciplines; Integrate academic standards, child development, impacting contextual factors and individual/group interests, needs, and learning styles. \n- Facilitate positive, respectful, and reciprocal relationship-based interactions as a foundation to support, empower, and engage young children and families. \n- Apply constructivist (Vygotsky) theoretical framework into practice throughout academic disciplines to design and support inquiry- based, play-based, open-ended, project-based, and problem-based learning experiences. \n- Participate in informed advocacy for young children, families, and the early childhood profession through multiple types of advocacy (citizen, issue-based, self group, peer, statutory, family \u0026 friend). \n- Evaluate and implement developmentally appropriate effective approaches when selecting a wide variety of tools, resources, and strategies to meet the unique needs of all learners including: technology, inquiry-based, project-based, problem-based, UDL, RTI, and differentiation practices. \n- Demonstrate skills in systematic and responsible observing, documenting, assessing, analyzing, and reporting data to support early learning. \n- Practice servant leadership philosophy and principles in approach to clinical and service experiences, serve by putting the needs of others first, sharing power, aspire to lead after trust and relations are earned and built, helping young children, families, and communities develop and perform as highly as possible."},"ceterms:subjectWebpage":"https://www.indwes.edu/adult-graduate/programs/ttt-early-childhood-education","ceterms:availableOnlineAt":["https://www.indwes.edu/adult-graduate/programs/ttt-early-childhood-education"],"ceterms:availabilityListing":["https://www.indwes.edu/adult-graduate/programs/ttt-early-childhood-education"],"ceterms:credentialStatusType":{"@type":"ceterms:CredentialAlignmentObject","ceterms:framework":"https://credreg.net/ctdl/terms/CredentialStatus","ceterms:targetNode":"credentialStat:Active","ceterms:frameworkName":{"en-US":"CredentialStatus"},"ceterms:targetNodeName":{"en-US":"Active"}}}