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This is an archived copy of the 2013-2014 catalog. To access the most recent version of the catalog, pleae visit http://catalog.iastate.edu.

Opportunities in Teacher Education

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Ralph Reynolds, Director of the School of Education

Teacher Education is a shared responsi­bility that spans three colleges. For most licensure areas, students major in a content area while taking additional education courses. All students who are recommended by Iowa State University for teacher licensure must meet the requirements of Teacher Education and be recom­mended by their department, college, and the ISU recommending official. Students who successfully complete the requirements for any of the endorsement areas offered at ISU must demonstrate the skills and knowledge required of beginning teachers.

Undergraduate Teacher Licensure Areas

An undergraduate student seeking a bachelor’s degree must be enrolled in the department in which he or she plans to major and must meet the graduation requirements of that department and college.

Currently, there are fifteen undergraduate teacher licensure areas offered at Iowa State University. These areas and their corresponding grade levels are listed below:

Agricultural Education (grades 5-12)

Biology (grades 5-12)

Chemistry (grades 5-12)

Early Childhood Education (birth-grade 3, including special education) and Early Childhood Special Education (PK)

Earth Science (grades 5-12)

Elementary Education (grades K-6)

English (grades 5-12)

Family and Consumer Sciences (grades 5-12)

Health Education (grades 5-12)

History-Social Sciences (grades 5-12)

Mathematics (grades 5-12)

Music (grades K-12)

Physical Education (grades K-12)

Physics (grades 5-12)

World Languages and Cultures (French, German, and Spanish) (grades 5-12)

Additional Endorsements

Students must fulfill the requirements for one of the licensure areas listed above to add the endorsements below.

Art (K-8)

Basic Science (K-8)

Coaching Interscholastic Athletics (grades K-12)

English and Language Arts (K-8)

English as a Second Language (grades K-12)

General Science (grades 5-12)

Health (K-8)

History (K-8)

Instructional Strategist I: Mild/Moderate Disabili­ties (grades K-8 or 5-12)

Instructional Strategist II: Behavior Disorders/Learning Disabilities (K-12)

Mathematics (K-8)

Physical Science (5-12)

Reading (grades K-8 or 5-12)

Social Sciences (K-8)

Speech Communication (grades 5-12)

World Languages and Cultures (Chinese, French, German, Latin, Russian, and Spanish) (grades K-8 and 5-12)

Post-Bachelor’s Teacher Licensure Areas

Students already holding an appropriate bachelor’s degree may pursue teacher licensure in any of the undergraduate licensure areas listed above. Interested students should consult with the coor­dinator of the area in which they plan to specialize so that an individualized program of study can be developed.

Graduate Teacher Licensure Areas

Currently, there are five graduate initial teacher licensure programs. These programs are designed for students who do not currently hold a teaching license. The programs are listed below:

Agricultural Education (M.S.)

Family and Consumer Sciences Education (M.Ed. or M.S.)

Mathematics Education (M.Ed.)

Physical Education (M.S.)

Secondary Sciences Education (M.A.T.)

Iowa State University also offers Master’s pro­grams for practicing teachers. The Mathematics Department offers a Masters in School Mathemat­ics. (See Mathematics in Courses and Programs section of this catalog.) The Curriculum and Instruction Department offers a Master’s degree program and a certificate program that lead to a special education endorsement. (See Curriculum and Instruction in Courses and Programs section of this catalog.)

Graduate programs are also available for those who seek licensure in Educational Leadership and Policy Studies as PK-12 school principals or PK-12 superinten­dents. (See Educational Leadership and Policy Studies in Courses and Programs section of this catalog.) 

Master’s Programs that Lead to Initial Teacher Licensure

Agricultural Education

The Agricultural Education and Studies Depart­ment offers a Master’s of Science program that prepares Agricultural Education teachers for grades 5-12

See coordinator for program requirements.

Mathematics

The School of Education offers a Master’s of Education program that prepares Mathematics teachers for grades 5-12

See coordinator for program requirements.

Physical Education

The Department of Kinesiology offers a Master’s of Science program that prepares Physical Educa­tion teachers for grades K-12.

See coordinator for program requirements.

Secondary Sciences

The School of Education offers a Master’s of Arts in Teaching program that prepares Secondary Science teachers for grades 5-12

See coordinator for program requirements.

Iowa Teacher Intern License Pathway

The Iowa Teacher Intern License Pathway is a Regent’s collaborative designed for adult learners holding a baccalaureate degree who are seeking 5-12 licensure in a high needs area. For more information: http://www.iowateacherintern.org/

The General Education Requirement

All prospective teachers are required to meet general education requirements as a part of their preparation. 

Undergraduate Students

Undergraduate students must complete studies in the following general education groups. General education courses may be found in many depart­ments. Credits listed are minimum requirements. Specific departments and/or colleges may require additional credits. Credits used to satisfy these general education requirements typically satisfy department and college general education require­ments. (See licensure area coordinator for more information.)

            Cr.

            6 - Natural sciences

            3 - Mathematics or Statistics

            9 - Social Sciences

            6 - Humanities

            9 - Communication Skills

            1.0 - Information Literacy (Lib 160)

            34.0 Total

The above requirements must include:

(1).  ENGL 150 and ENGL 250 or equivalent

(2). One course that develops interpersonal or group presentation

(3). HDFS 102 or PSYCH 230

(4). One course in American history or govern­ment

Post-Bachelor’s Students 

Students holding an appropriate bachelor’s degree who wish to pursue teacher licensure must have at least one course in each of the following five general education groups identified for undergrad­uate students in the preceding section: Natural Sciences, Mathematics or Statistics, Social Sciences, Humanities, and Communication Skills. Individual departments preparing teachers may re­quire additional credits in general education. (See licensure area coordinator for more information.) 

Master’s Students

Each Master’s program will determine what, if any, general education requirements Master’s stu­dents must fulfill beyond a bachelor’s degree from a regionally accredited institution. (See licensure area coordinator for more information.) 

Standards

Teacher Education has a rigorous stan­dards-based curriculum. Two sets of standards are used in the program, one that is targeted for pre-service teachers (Teacher Education Standards which originates from the Iowa Administrative Code, Chapter 79, Standards for Practitioner Preparation Programs) and the other set that is targeted for in-service teachers (the Iowa Teaching Standards and Model Criteria adopted by the State Board of Education), the latter is emphasized during student teaching. Both are listed below in full.

Teacher Education Standards

1. Content/subject matter specialization.

The candidate demonstrates an understanding of the central concepts, tools of inquiry, and structure of the discipline(s) the candidate teaches, and creates learning experiences that make these aspects of the subject matter meaningful for students. This is evidenced by a completion of a 30-semester-hour teaching major which, at a minimum, must include the requirements for at least one of the basic endorsement areas, special edu­cation teaching endorsements, or secondary level occupational endorsements. Each elementary can­didate must also complete a field of specialization in a single discipline or a formal interdisciplinary program of at least twelve semester hours.

2. Student learning.

The candidate demonstrates an understanding of human growth and develop­ment and of how students learn, and receives learning opportunities that support intellectual, career, social and personal development.

3. Diverse learners.

The candidate demonstrates an understanding of how students differ in their approaches to learning and creates instructional opportunities that are equitable and adaptable to diverse learners.

4. Instructional planning.

The candidate plans instruction based upon knowledge of subject mat­ter, students, the community, curriculum goals, and state curriculum models.

5. Instructional strategies.

The candidate dem­onstrates an understanding and use of a variety of instructional strategies to encourage student development of critical and creative thinking, problem-solving, and performance skills.

6. Learning environment/classroom manage­ment.

The candidate uses an understanding of individual and group motivation and behavior; creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation; maintains effec­tive classroom management; and is prepared to address behaviors related to substance abuse and other high-risk behaviors.

7. Communication.

The candidate uses knowl­edge of effective verbal, nonverbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.

8. Assessment.

The candidate understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social, and physical development of the student, and effec­tively uses both formative and summative assess­ment of students, including student achievement data, to determine appropriate instruction.

9. Foundations, reflective practice and profes­sional development.

The candidate develops knowledge of the social, historical, and philo­sophical foundations of education. The candidate continually evaluates the effects of the candidate’s choices and actions on students, parents, and other professionals in the learning community; actively seeks out opportunities to grow profes­sionally; and demonstrates an understanding of teachers as consumers of research and as researchers in the classroom.

10. Collaboration, ethics and relationships.

The candidate fosters relationships with parents, school colleagues, and organizations in the larger community to support student learning and de­velopment; demonstrates an understanding of educational law and policy, ethics, and the profes­sion of teaching, including the role of boards of education and education agencies; and demon­strates knowledge and dispositions for coopera­tion with other educators, especially in collabora­tive/co-teaching as well as in other educational team situations.

11. Technology.

The candidate effectively integrates technology into instruction to support student learning.

12. Methods of teaching.

Methods of teaching have an emphasis on the subject and grade level endorsement desired.

Iowa Teaching Standards and Criteria

Standard 1:

Demonstrates ability to enhance academic performance and support for implementation of the school district student achievement goals.

The teacher:

a. Provides multiple forms of evidence of student learning and growth to stu­dents, families, and staff.

b. Implements strategies supporting student, building, and district goals.

c. Uses student performance data as a guide for decision-making.

d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.

e. Creates an environment of mutual respect, rap­port, and fairness.

f. Participates in and contributes to a school cul­ture that focuses on improved student learning.

g. Communicates with students, families, col­leagues, and communities effectively and accurately.

Standard 2:

Demonstrates competence in content knowledge appropriate to the teaching position.

The teacher:

a. Understands and uses key concepts, underlying themes, relationships, and different perspec­tives related to the content area.

b. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.

c. Relates ideas and information within and across content areas.

d. Understands and uses instructional strategies that are appropriate to the content area.

Standard 3:

Demonstrates competence in plan­ning and preparing for instruction.

The teacher:

a. Uses student achievement data, local stan­dards, and the district curriculum in planning for instruction.

b. Sets and communicates high expectations for social, behavioral, and academic success of all students.

c. Uses student developmental needs, back­ground, and interests in planning for instruction.

d. Selects strategies to engage all students in learning.

e. Uses available resources, including technolo­gies, in the development and sequencing of instruction.

Standard 4:

Uses strategies to deliver instruc­tion that meet the multiple learning needs of students.

The teacher:

a. Aligns classroom instruction with local stan­dards and district curriculum.

b. Uses research-based instructional strategies that address the full range of cognitive levels.

c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.

d. Engages students in varied experiences that meet diverse needs and promote social, emo­tional, and academic growth.

e. Connects students’ prior knowledge, life experiences, and interests in the instructional process.

f. Uses available resources, including technolo­gies, in the delivery of instruction.

Standard 5:

Uses a variety of methods to moni­tor student learning.

The teacher:

a. Aligns classroom assessment with instruction.

b. Communicates assessment criteria and stan­dards to all students and parents.

c. Understands and uses the results of multiple assessments to guide planning and instruction.

d. Guides students in goal setting and assessing their own learning.

e. Provides substantive, timely, and constructive feedback to students and parents.

f. Works with other staff and building and district leadership in analysis of student progress.

Standard 6:

Demonstrates competence in classroom management.

The teacher:

a. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.

b. Establishes, communicates, models, and main­tains standards of responsible student behavior.

c. Develops and implements classroom proce­dures and routines that support high expecta­tions for student learning.

d. Uses instructional time effectively to maximize student achievement.

e. Creates a safe and purposeful learning environ­ment.

Standard 7:

Engages in professional growth.

The teacher:

a. Demonstrates habits and skills of continuous inquiry and learning.

b. Works collaboratively to improve professional practice and student learning.

c. Applies research, knowledge, and skills from professional development opportunities to improve practice.

d. Establishes and implements professional devel­opment plans based upon the teacher’s needs aligned to the Iowa Teaching Standards and district/building student achievement goals.

e. Provides an analysis of student learning and growth based on teacher created tests and authentic measures as well as any standardized and district-wide tests. 

Standard 8:

Fulfills professional responsibilities established by the school district.

The teacher:

a. Adheres to board policies, district procedures, and contractual obligations.

b. Demonstrates professional and ethical conduct as defined by state law and individual district policy.

c. Contributes to efforts to achieve district and building goals.

d. Demonstrates an understanding of and respect for all learners and staff.

e. Collaborates with students, families, col­leagues, and communities to enhance student learning. 

Electronic Portfolio

Each teacher candidate is required to demonstrate acquisition of the knowledge, skills and dispositions designated by the standards above for an Iowa teaching license at a level appropriate for a novice teacher. The e-portfolio allows Teacher Education to demonstrate to the Iowa Department of Education that each student recommended for an initial teaching license has an understanding of these standards.

At decision point 1, before signing off on admission materials for the student, the adviser/coordinator will check to see if the student started their e-portfolio with a minimum of one graded artifact uploaded.

At decision point 2, before signing off on student teaching materials for the student, the adviser/coordinator will check to see if the student has one graded artifact uploaded for each of the 12 standards.

At decision point 3, before signing off on licensure materials for the student, the coordinator will check to see if the student has 2 graded artifacts uploaded for each of the 12 standards. All artifacts must be graded by an instructor except for the artifacts for the content standard and the artifacts from student teaching.

At decision point 3, prior to recommendation for licensure, students will be required to write a synthesis of evidence assignment which would address all twelve teacher education standards. While the writing mechanics (punctuation, word usage, etc.) will be considered, the focus on the synthesis of evidence will be on whether or not the student has convinced the evaluator that s/he has met each standard. Students will receive notification from evaluators regarding their performance on the synthesis of evidence. A 'not proficient' rating on the synthesis of evidence will result in a recommendation to deny licensure. Departments may have additional requirements (see licensure area coordinator for more information). See the following webpage for more information on the electronic portfolio: http://www.teacher.hs.iastate.edu/eportfolio.php  

The Professional Teacher Education Requirement (Professional Core) 

Undergraduate Students 

Prospective teachers must complete certain stud­ies related directly to the profession of teaching. All undergraduate students in teacher education must take the following courses prior to student teaching, unless the student’s licensure area has an approved content-area course deemed to be equivalent (see specific Licensure Area Require­ments section below for details.)

Early Childhood Education and Elementary Education:

C I 201Learning Technologies in the PK-6 Classroom3
C I 204Social Foundations of Education in the United States3
C I 245Strategies in Teaching2
C I 268Strategies Practicum1
C I 332Educational Psychology of Young Learners3
C I 406Multicultural Foundations of School and Society: Introduction3
SP ED 250Education of the Exceptional Learner in a Diverse Society3
Student Teaching16
Total Credits34

K-12 AND Secondary Education:

C I 202Learning Technologies in the 7-12 Classroom3
C I 204Social Foundations of Education in the United States3
C I 333Educational Psychology3
C I 406Multicultural Foundations of School and Society: Introduction3
SP ED 401Teaching Secondary Students with Exceptionalities in General Education3
C I 426Principles of Secondary Education3
14-16 weeks: Student Teaching (Minimum 14 weeks) See Teacher Licensure Area Coordinator for more information

Students in K-12 licensure areas and secondary (grades 5-12) licensure areas must complete the courses listed above unless the student’s licensure area has an approved equiva­lent. Areas with approved equivalents include: Agricultural Education (for CI 426), Physical Education (for CI 333, CI 401, CI 426 ) and all Secondary Sciences (for CI 426). (See licensure area coordina­tor for more information).               

Post-Bachelor’s Students

Students who hold an appropriate bachelor’s de­gree and seek a teaching license must complete the professional education requirements listed above through course work or examination. 

Master’s Students 

Prospective teachers must complete certain stud­ies related directly to the profession of teaching. All students enrolled in Master’s programs that lead to initial licensure must take the following courses prior to student teaching, unless the student’s licensure area has an approved content area course deemed to be equivalent. (See Master’s Programs section below for details.) 

SP ED 501Teaching Secondary Students with Exceptionalities in General Education3
C I 505Using Technology in Learning and Teaching3
H P C 504Studies in the Foundations of Education in the United States3
C I 506Multicultural Foundations of School and Society: Advanced3
C I 526Principles of Secondary Education3
C I 529Educational Psychology and the Secondary Classroom3
14-16 Weeks: Student Teaching (Minimum 14 Weeks) See Teacher Licensure Area Coordinator for more information.

Clinical Experiences

The Standards for Practitioner and Administrator Preparation Programs (chapter 79.13(1)) requires that “candidates admitted to a teacher preparation program participate in field experiences including both observation and participation in teaching activities in a variety of school settings and totaling at least 80 hours' duration, with at least 10 hours occurring prior to acceptance into the program.” This requirement may be met through pre-student teaching courses (e.g., C I 280, C I 480, CI 468, C I 580) or, in certain endorsement areas, a course designated to provide an equiva­lent experience. For most licensure areas, there are four levels for clinical experiences.  Level 1 involves observation in local schools. Level 2 involves actively teaching in the classroom with one lesson, at minimum. Level 3 involves actively teaching in the classroom with two lessons, at minimum. Level 4 is student teaching and  involves actively teaching for a minimum of 14 weeks where the student teacher bears primary responsibility for planning and instruction within the classroom for a minimum of two weeks (10 days). Level 2, 3 and 4 involve a course fee, which range from $25.00 to $328.00 and are assessed to cover the costs of supervision and placement with a cooperating teacher. Course fees are increased when student teaching nationally or internationally. For current course fees, consult the Schedule of Classes. For level 2, 3 and 4, the student needs access to transportation because the placement may be within 60 miles of the university.  The time commitment for clinical experiences ranges from 1/2 day for level 2 and 3 to the full day for level 4. Students complete a background check before initial placement in schools and other appropriate locations.

Admission to Teacher Education (Decision Point 1) 

Teacher Education Services (located in 133 MacKay) moni­tors the progress of teacher education students. Admission to Teacher Education is the first of three decision points. At this time, the require­ments listed below will be checked. Students will not be able to progress to Student Teaching (decision point 2) and Licensure (decision point 3) with­out full admission to Teacher Education (decision point 1). Departments may have higher eligibility requirements for each decision point (see licensure area coordinator for more information).

Students transferring from other institutions with a minimum of 2.50 GPA or above may be admitted tentatively; full admission may be granted upon completion of nine semester credits averaging 2.50 or above at Iowa State University. Students who receive tentative admission are required to address concerns and submit an email message conveying how the concern was resolved and that they now meet all admission requirements to the Teacher Licensure Analyst. A minimum of 20 semester credits averaging 2.50 or above must be earned at Iowa State University to receive institution licen­sure approval (nine of the required 20 semester hours must precede student teaching).

A student seeking admission to Teacher Education must be accepted by a selection com­mittee for the specific licensure area which the student seeks to enter. Factors considered in evaluating applications (in addition to the require­ments listed below) may include professional dispositions, scholarship, interest in teaching, character, interpersonal skills, results from the background check, and physical and mental health. Recommendations by selection committees must be confirmed by the Educator Preparation Coordinating Council before admission is granted. 

Requirements for full admission to Teacher Education as an undergraduate:

  1. A minimum 2.5 cumulative grade point average.
  2. Successful completion of one of the following basic skills tests:
    1. A composite Praxis I (PPST) score of 522, with a minimum of 170 for each test (reading, writing, and mathematics.
    2. Minimum scores for the basic skills tests may be subject to change. Details regarding the scores, dates and fees for these tests are available online: www.teacher.hs.iastate.edu .
  3. Documented completion of ISU approved 10 hours of pre-student  teaching clinical experience.
  4. All Curriculum and Instruction (C I), Human Development and Family Studies (HD FS) and Special Education (Sp Ed) courses required for licensure have a minimum grade requirement of a C (pedagogy coursework). Courses in the depart­ment of the major specifically required for teacher licensure have a minimum grade requirement of a C- (content coursework).
  5. An acceptable Iowa criminal background check report initiated by ISU's recommending official.
  6. E-portfolio contains a minimum of one graded artifact (that received a proficient rating).  

Requirements for full admission to Teacher Education as a post-bachelor’s student:

  1. A bachelor’s degree from a regionally accredited institution and a minimum 2.5 cumulative grade point average from that institution.
  2. Successful completion of one of the following basic skills tests:
    1. —Minimum GRE scores (400 on each of the Verbal and Quantitative sections.) Some licensure areas require higher GRE scores.
    2. —A composite Praxis I (PPST) score of 522, with a minimum of 170 for each test (reading, writing, and mathematics.) Some licensure areas may require higher Praxis I scores.

Minimum scores for the basic skills tests may be subject to change. Details regarding the scores, dates and fees for these tests are available online: www.teacher.hs.iastate.edu

    3. Documented completion of ISU approved 10 hours of pre-student teaching clinical experience.

    4. All Curriculum and Instruction (C I), Human Development and Family Studies (HD FS) and Special Education (Sp Ed) courses required for         licensure have a minimum grade requirement of a C (pedagogy coursework). Courses in the depart­ment of the major specifically required         for teacher licensure have a minimum grade requirement of a C- (content coursework).

    5. An acceptable Iowa criminal background check report initiated by ISU's recommending official.

    6. E-portfolio contains a minimum of one graded artifact (that received a proficient rating). 

Requirements for full admission to University Teacher Education as a Master’s student:

  1. Full admission to an appropriate Master’s degree program.
  2. Successful completion of one of the following basic skills tests:
    1. —Minimum GRE scores (400 on each of the Verbal and Quantitative sections.) Some licensure areas require higher GRE scores.
    2. —A composite Praxis I (PPST) score of 522, with a minimum of 170 for each test (reading, writing, and mathematics.) Some licensure areas may require higher Praxis I scores.

Minimum scores for the basic skills tests may be subject to change. Details regarding the scores, dates and fees for these tests are available online: www.teacher.hs.iastate.edu

    3. Documented completion of ISU approved 10 hours of pre-student  teaching clinical experience.

    4. All Curriculum and Instruction (C I), Human Development and Family Studies (HD FS) and Special Education (Sp Ed) courses required for         licensure have a minimum grade requirement of a C (pedagogy  coursework). Courses in the depart­ment of the major specifically required         for teacher licensure have a minimum grade requirement of a C- (content coursework).

    5. An acceptable Iowa criminal background check report initiated by ISU's recommending official.

    6. E-portfolio contains a minimum of one graded artifact (that received a proficient rating). 

Maintaining Program Eligibility

GPA:

At all three decision points, GPA will be checked for a minimum of a 2.5 cumulative grade point average.

Grades:

For teacher education students, all Cur­riculum and Instruction (C I), Human Development and Family Studies (HD FS) and Special Educa­tion (Sp Ed) courses required for licensure have a minimum grade requirement of a C. Courses in the department of the major specifically required for teacher licensure have a minimum grade requirement of a C-. Note: Individual departments preparing teachers may have higher eligibility re­quirements (see teacher licensure area coordina­tor for more information). Please note, for all three decision points (admission, student teaching and licensure) incomplete grades are NOT considered acceptable passing grades.

Electronic Portfolio:

In order to be recom­mended for licensure, all students must have demonstrated satisfactory performance across the teacher education competencies, as defined by their specific area. (See the teacher licensure area coordinator for more information.) Students’ progress is monitored throughout the program and standards are assessed multiple times. More information is available online: www.teacher.hs.iastate.edu.

Factors considered in maintaining program eligibility may include professional dispositions, scholarship, interest in teaching, character, interpersonal skills, results from the background check, and physical and mental health. Throughout the program, a commendation/concern form may be completed by an adviser, coordinator, faculty member, cooperating teacher, or supervisor to document a teacher education student’s knowledge, skills and dispositions worthy of commendation or concern. Significant concerns will result in removal from Teacher Education.   

Background Checks

Two background checks (at minimum) will be completed on each student. First, prior to any clinical experiences taking place, students are required to undergo a state of Iowa background check through the Iowa Division of Criminal Investigation. Second, prior to receiving an initial Iowa teaching license, all candidates will undergo a national criminal history background check. The state background check costs $18.00 and the national background check costs $65.00, prices are subject to change.

At the time of a background check, students will also be required to report any prior criminal convictions or pending criminal charges. Any criminal misconduct charge other than parking or speeding violations must be reported. This includes all deferred judgments. In some cases, this will include criminal activity which occurred while a minor.  Failure to accurately self-disclose to the appropriate ISU personnel may prevent the student from engaging in a clinical experience or the removal of the student if already placed in a clinical experience.

Students are required to report criminal activity in order to maintain program eligibility. Any criminal misconduct charge a student receives after the first background check is completed must be reported immediately to the Teacher Licensure Analyst located in Teacher Education Services in 133 MacKay. Failure to do so may result in the discharge of the student from Teacher Education. Please note, on occasion, a more stringent background check may be conducted by a school or other appropriate location, which may lead to a denial of a placement. More information on the Student Self-Reporting of Alleged Criminal Misconduct Policy is located online: www.teacher.hs.iastate.edu .

Appeals

Students who do not meet the requirements for decision points may choose to appeal to the Educator Preparation Coordinating Council. The description of the appeals process is available online: www.teacher.hs.iastate.edu .

Student Teaching (Decision Point 2)

Student teaching is the culminating experience to the practitioner preparation program at Iowa State University. Depending on the licensure area pursued, student teaching varies in length for a minimum of 14 weeks. A supervisor will make frequent visits to the classroom to ensure success in this experience. Sites for student teachers are within driving distance of campus or at approved in-state, national, and international locations. More information can be found online: www.teacher.hs.iastate.edu . Course fees are assessed to cover the costs of supervision and placement with a cooperating teacher. To ensure that students are prepared for this experience, the following requirements must be met prior to submitting your “Request for Student Teaching Placement” form:

1. Completion of the “‘Request for Student Teach­ing Placement” by the deadline in the fall semes­ter for spring student teaching and by the deadline in the spring semester for fall student teaching. The deadline for students is the end of the third week of the semester. Details regarding this application are available in Teacher Education Services (located in 133 MacKay).

2. A minimum 2.5 cumulative grade point average.

3. A passing grade as determined by the licensure area must have been earned in all required profes­sional teacher education requirement courses and selected courses in the student’s licensure area. All Curriculum and Instruction (C I), Human Development and Family Studies (HD FS) and Special Education (Sp Ed) courses required for licensure have a minimum grade requirement of a C (pedagogy coursework). Courses in the depart­ment of the major specifically required for teacher licensure have a minimum grade requirement of a C- (content coursework).

4. Complete (or concurrently completing) 80 hours of pre-student teaching field experience.

5. Report any criminal misconduct charge. Please note: When the student is enrolled in any field experience or anticipates commencing a field experience within 30 days, any criminal misconduct charge a student receives after the background check is completed must be reported immediately to Teacher Education Services. When the student is not enrolled in any field experience, the charge must be reported as soon as possible but no later than five working days after the incident. Failure to do so may result in the discharge of the student from Teacher Education. The faculty coordinator and the content major department chair will be notified. A committee will meet to review the self-reporting letter and make a decision on the student's progress.

6. E-portfolio has one graded artifact (that received a proficient rating) uploaded for each of the 12 standards.

Teacher Licensure (Decision Point 3)

The Iowa Board of Educational Examiners issues teaching licenses that are valid for specific ages or grades (e.g., Birth-3 for early childhood teach­ers, K-6 for elementary teachers and 5-12 for secondary teachers). Endorsements on a teaching license indicate which subject areas a teacher is qualified to teach. An initial teaching license costs $85, price is subject to change. Completion of student teaching and required coursework does NOT guarantee recommendation for a teaching license. The Iowa License may be recommended for students who hold a bachelor’s degree from Iowa State Univer­sity or another regionally accredited institution and who have completed the following:

1. All requirements for an approved licensure area as designated by Iowa State University and the State of Iowa, including, but not limited to, the general education requirement, the professional teacher education requirement and clinical experiences. Note: Specific courses to be used for licensure may not be taken pass/not pass.

2. A minimum 2.5 cumulative grade point average.

3. All Curriculum and Instruction (C I), Human Development and Family Studies (HD FS) and Special Education (Sp Ed) courses required for licensure have a minimum grade requirement of a C (pedagogy coursework). Courses in the department of the major specifically required for teacher licensure have a minimum grade requirement of a C- (content coursework)

4. A national background check initiated by the Iowa Board of Educational Examiners.

5. Completion of the Iowa Application for Licensure form.

6. Documentation from the student teaching supervisor that the student has successfully completed the final assessment documenting the student's mastery of the skills and knowledge included in the Iowa Teaching Standards.

7. Department approval by TE coordinator.

8. Registrar approval (at this time, graduation is confirmed and holds on records are reviewed).

9.  Passing scores on Praxis II.  

10. E-portfolio has 2 graded artifacts (that received a proficient rating) uploaded for each of the 12 standards. Also, a proficient rating is earned on the synthesis of evidence.

Undergraduate and Post-Bachelor’s (non-Mas­ter’s) Teacher Licensure Area Requirements

Certain competencies are required of those who plan to teach at the early childhood, elementary or secondary level. For full-time teaching in secondary schools a major in an endorsement area or an approved subject matter concentration of at least 30 semester hours is required. Students interested in adding an additional endorsement area should consult with the coordinator or adviser of the additional area. Persons interested in teaching in one of the following endorsement areas should also consult with the appropriate adviser or coordinator. Specific requirements for each teacher licensure area are described below (these requirements are in addition to the General Education Requirements and the Professional Teacher Education Requirements that were listed earlier). For the most current list of required courses, consult with the coordinator or adviser who works with students on teacher licensure (see the following website for the contact information of these advisers or coordinators: www.teacher.hs.iastate.edu).

Agriculture

The Department of Agricultural Education and Studies is responsible for preparing Agricultural Education teachers for grades 5-12.

For specific content area requirements see Curriculum in Agricultural Education and Studies (Teacher Certification Option).

Required professional courses are:

AGEDS 110Orientation0.5
AGEDS 211AHigh School Agriculture Programs1
AGEDS 310Foundations of Agricultural Education Programs3
AGEDS 401Planning Agriculture and Life Sciences Education Programs3
AGEDS 402Methods of Teaching in Agriculture and Life Sciences3
AGEDS 416Pre-Student Teaching Experience in Agricultural Education1
AGEDS 417Supervised Teaching in Agriculture and Life Sciences1-16
Required content courses:
AGEDS 315Personal, Professional, and Entrepreneurial Leadership in Agriculture3
AGEDS 488Methods of Teaching Agricultural Mechanics3
AGRON 114Principles of Agronomy3
AGRON 154Fundamentals of Soil Science3
AN S 101Working with Animals2
AN S 114Survey of the Animal Industry2
HORT 221Principles of Horticulture Science3
ECON 101Principles of Microeconomics3
ECON 230Farm Business Management3
ACCT 284Financial Accounting3
NREM 120Introduction to Renewable Resources3
Biology

The Biology Program and the School of Education share the responsibility of preparing Biology teachers for grades 5-12.

Required professional courses are:

C I 280MPre-Student Teaching Experience: Secondary Science1-2
C I 347Nature of Science3
C I 418Secondary Science Methods I: A Research-Based Framework for Teaching Science2
C I 419Secondary Science Methods II2
C I 468JSupervised Practicum in Teaching: Secondary Science I1-2
C I 468KSupervised Practicum in Teaching: Secondary Science II2
C I 417DStudent Teaching: Biological Sciencesarr †
C I 417D is cross listed with ENGL 417D/MUSIC 417D/WLC 417D
† Arranged with instructor.

Required content courses are:

BIOL 211Principles of Biology I3
BIOL 211LPrinciples of Biology Laboratory I1
BIOL 212Principles of Biology II3
BIOL 212LPrinciples of Biology Laboratory II1
BIOL 312Ecology4
BIOL 313Principles of Genetics3
BIOL 313LGenetics Laboratory1
BIOL 314Principles of Molecular Cell Biology3
BIOL 315Biological Evolution3

Additional courses to obtain a total of 18 credits at the 300 level or above in a basic biological science from approved program list. One semester length course in introductory/general chemistry with lab. One semester length course in introductory organic chemistry with lab. One semester length course in biochemistry. Two semester length courses in physics with labs. Six semester hours of mathematics and/or statistics.  

Chemistry

The Department of Chemistry and the School of Education share the responsibility of preparing Chemistry teachers for grades 5-12.

Required professional courses are:

C I 280MPre-Student Teaching Experience: Secondary Science1-2
C I 347Nature of Science3
C I 418Secondary Science Methods I: A Research-Based Framework for Teaching Science2
C I 419Secondary Science Methods II2
C I 468JSupervised Practicum in Teaching: Secondary Science I1-2
C I 468KSupervised Practicum in Teaching: Secondary Science II2
C I 417BStudent Teaching: Physical Sciencesarr †
† Arranged with instructor.

Required content courses are:

CHEM 177General Chemistry I4
CHEM 177LLaboratory in General Chemistry I1
CHEM 178General Chemistry II3
CHEM 178LLaboratory in College Chemistry II1
CHEM 211Quantitative and Environmental Analysis2
CHEM 211LQuantitative and Environmental Analysis Laboratory2
CHEM 301Inorganic Chemistry2
CHEM 316Instrumental Methods of Chemical Analysis2
CHEM 316LInstrumental Analysis Laboratory2
CHEM 324Introductory Quantum Mechanics3
CHEM 325Chemical Thermodynamics3
CHEM 321LLaboratory in Physical Chemistry2
or CHEM 322L Laboratory in Physical Chemistry
CHEM 331Organic Chemistry I3
CHEM 331LLaboratory in Organic Chemistry I1
CHEM 332Organic Chemistry II3
CHEM 332LLaboratory in Organic Chemistry II1
PHYS 221
  & PHYS 222
Introduction to Classical Physics I
   and Introduction to Classical Physics II
10
or
PHYS 111
  & PHYS 112
General Physics
   and General Physics
10
MATH 165Calculus I4
MATH 166Calculus II4
Minimum of one course in BIOL is required
BIOL 211 and BIOL 211L are recommended

Students with an endorsement in a natural sci­ence who seek approval to teach chemistry as an additional subject area must earn credits in the following courses (15 minimum credits):

CHEM 177General Chemistry I4
CHEM 177LLaboratory in General Chemistry I1
CHEM 178General Chemistry II3
CHEM 178LLaboratory in College Chemistry II1
CHEM 211Quantitative and Environmental Analysis2
CHEM 211LQuantitative and Environmental Analysis Laboratory2
CHEM 331Organic Chemistry I3
CHEM 331LLaboratory in Organic Chemistry I1
CHEM 332Organic Chemistry II3
CHEM 332LLaboratory in Organic Chemistry II1
Or
CHEM 163College Chemistry4
CHEM 163LLaboratory in College Chemistry1
CHEM 211Quantitative and Environmental Analysis2
CHEM 231Elementary Organic Chemistry3
CHEM 231LLaboratory in Elementary Organic Chemistry1

Students with no natural science endorsement who seek approval to teach chemistry as an additional subject area must complete one of the two sets of courses listed above plus sufficient additional courses to total 24 chemistry credits chosen from:

CHEM 316Instrumental Methods of Chemical Analysis2
CHEM 316LInstrumental Analysis Laboratory2
CHEM 324Introductory Quantum Mechanics3
CHEM 325Chemical Thermodynamics3
CHEM 322LLaboratory in Physical Chemistry3
BBMB 301Survey of Biochemistry3
Early Childhood Education

The School of Education and the Department of Human Development and Family Studies in the College of Human Sciences share the responsibility for preparing teachers to work with children from birth to age 8 (PK-3 including special education). Students receive two endorsements: Early Childhood Education (birth –grade 3, including special education) and Early Childhood Special Education (PK).

For specific course requirements, see College of Human Sciences, Curriculum in Early Childhood Education.

Earth Science

The Department of Geological and Atmospheric Sciences and the School of Education share the responsibility of preparing Earth Science teachers for grades 5-12.

Required professional courses are:

C I 280MPre-Student Teaching Experience: Secondary Science1-2
C I 347Nature of Science3
C I 418Secondary Science Methods I: A Research-Based Framework for Teaching Science2
C I 419Secondary Science Methods II2
C I 468JSupervised Practicum in Teaching: Secondary Science I1-2
C I 468KSupervised Practicum in Teaching: Secondary Science II2
C I 417JStudent Teaching: Earth Sciencesarr †
† Arranged with instructor.

Required content courses are:

GEOL 100The Earth3
GEOL 100LThe Earth: Laboratory1
GEOL 102History of the Earth3
GEOL 102LHistory of the Earth: Laboratory1
GEOL 302Summer Field Studies6
GEOL 315Mineralogy and Earth Materials3
GEOL 315LLaboratory in Mineralogy and Earth Materials1
GEOL 316Optical Mineralogy2
GEOL 356Structural Geology5
GEOL 365Igneous and Metamorphic Petrology3
GEOL 368Stratigraphy and Sedimentation4
Geology elective3
MTEOR 206Introduction to Weather and Climate3
ASTRO 120The Sky and the Solar System3
ASTRO 150Stars, Galaxies, and Cosmology3
CHEM 177General Chemistry I4
CHEM 177LLaboratory in General Chemistry I1
CHEM 178General Chemistry II3
CHEM 178LLaboratory in College Chemistry II1
PHYS 111General Physics5
PHYS 112General Physics5
One of the following:
MATH 151Calculus for Business and Social Sciences3
MATH 160Survey of Calculus4
MATH 165Calculus I4
MATH 181Calculus and Mathematical Modeling for the Life Sciences I4
One of the following:
STAT 101Principles of Statistics4
STAT 104Introduction to Statistics3
COM S 107Applied Computer Programming3
Biology course3

Students with an endorsement in a natural science who seek approval to teach earth sciences as an additional subject area must earn 24 credits in the following courses:

GEOL 100The Earth3
GEOL 100LThe Earth: Laboratory1
GEOL 102History of the Earth3
GEOL 102LHistory of the Earth: Laboratory1
MTEOR 206Introduction to Weather and Climate3
ASTRO 120The Sky and the Solar System3
ASTRO 150Stars, Galaxies, and Cosmology3
Additional Earth Science courses 300-level or above.24

Students with no other natural science endorsement, but who seek endorsement in this area, must take:

GEOL 100The Earth3
GEOL 100LThe Earth: Laboratory1
GEOL 102History of the Earth3
GEOL 102LHistory of the Earth: Laboratory1
MTEOR 206Introduction to Weather and Climate3
ASTRO 120The Sky and the Solar System3
ASTRO 150Stars, Galaxies, and Cosmology3
Additional Earth Science courses 300-level or above.24
See licensure area coordinator for approval prior to taking courses.
Elementary Education

The School of Education in the College of Human Sciences is responsible for preparing elementary (K-6) teachers.

For specific course requirements, see College of Human Sciences, Curriculum in Curriculum and Instruction. Several endorsements may be added to a K-6 teaching license. See an adviser for the most current list and the necessary additional requirements.

English Education

The Department of English prepares English teachers for grades 5-12.

Required professional courses are:

C I 280APre-Student Teaching Experience: Teacher Aide0.5-2
C I 395Teaching Reading in Middle and Secondary Schools3
ENGL 396Teaching the Reading of Young Adult Literature3
ENGL 397Practice and Theory of Teaching Writing in the Secondary Schools3
ENGL 494Practice and Theory of Teaching Literature in the Secondary Schools3
ENGL 417EStudent Teaching: English and Literaturearr †
† Arranged with instructor.

Required content courses are: see Curriculum, English.

Students seeking to add English as an additional endorsement area must earn 46 credits in the following courses:

Advanced Writing (one of the following):3
ENGL 302Business Communication3
ENGL 303Free-Lance Writing for Popular Magazines3
ENGL 304Creative Writing--Fiction3
ENGL 305Creative Writing--Nonfiction3
ENGL 306Creative Writing--Poetry3
ENGL 309Report and Proposal Writing3
ENGL 314Technical Communication3
ENGL 315Creative Writing--Screenplays3
ENGL 316Creative Writing--Playwriting3
Rhetoric (one of the following):
ENGL 310Rhetorical Analysis3
ENGL 339Literary Theory and Criticism3
Speech Communication course at the 300 or 400 level3
Language
ENGL 220Descriptive English Grammar3
Literature
ENGL 225Survey of British Literature to 18003
ENGL 226Survey of British Literature since 18003
ENGL 227Survey of American Literature to 18653
ENGL 228Survey of American Literature since 18653
ENGL 260Introduction to Literary Study3
ENGL 340Women's Literature3
ENGL 353World Literature: Western Foundations through Renaissance3
or
World Literature: Seventeenth Century to the Present
English Education
C I 395Teaching Reading in Middle and Secondary Schools3
ENGL 396Teaching the Reading of Young Adult Literature3
ENGL 397
  & C I 280A
Practice and Theory of Teaching Writing in the Secondary Schools
   and Pre-Student Teaching Experience: Teacher Aide
3.5-5
ENGL 494
  & C I 280A
Practice and Theory of Teaching Literature in the Secondary Schools
   and Pre-Student Teaching Experience: Teacher Aide
3.5-5
SP ED 401Teaching Secondary Students with Exceptionalities in General Education3

Students must earn grades of C or better in all of the above courses.

Family and Consumer Sciences

The Family and Consumer Sciences Program in the Department of Apparel, Educational Studies and Hospitality Management prepares Family and Consumer Sciences teachers for grades 5-12

For specific content area course requirements, see Curriculum, Family and Consumer Sciences Education and Studies.

Required professional courses are:

FCEDS 280APre-Student Teaching Experience in FCS Education: Practicum in FCS Labs (24 hours)1
FCEDS 280BPre-Student Teaching Experience in FCS Education: Practicum in Diverse Settings (24 hours)1
FCEDS 306Educational Principles for Family and Consumer Sciences4
FCEDS 206Professional Roles in Family and Consumer Sciences2
FCEDS 418Occupational, Career and Technical Programs3
FCEDS 413Planning and Assessment for Family and Consumer Sciences and Family Life Education4
FCEDS 417ASupervised Teaching in Family and Consumer Sciences: Vocational family and consumer sciences.3-8
FCEDS 417BSupervised Teaching in Family and Consumer Sciences: Family and consumer sciences.3-8

For specific content area course requirements, see Curriculum, in Family and Consumer Sciences Education and Studies.


Health Education

The Department of Kinesiology prepares Health teachers for grades 5-12.

Required professional courses are:

H S 375Teaching-Learning Process in Health Education3
H S 417Supervised Teaching in Health Education in the Secondary School12

Required content courses are:

KIN 258Physical Fitness and Conditioning2
H S 105First Aid and Emergency Care2
H S 110Personal and Consumer Health3
H S 215Drug Education3
H S 305Instructor's First Aid and Cardio-pulmonary Resuscitation2
H S 310Community and Public Health3
H S 350Human Diseases3
H S 390Administration of the School Health Program3
FS HN 167Introduction to Human Nutrition3
HD FS 276Human Sexuality3
HD FS 373Death as a Part of Living3
or HD FS 377 Aging and the Family
BIOL 155Human Biology3
or BIOL 255 Fundamentals of Human Anatomy
BIOL 255LFundamentals of Human Anatomy Laboratory1
BIOL 256Fundamentals of Human Physiology3
BIOL 256LFundamentals of Human Physiology Laboratory1

Students seeking approval for health education as an additional endorsement area must earn credits in the following courses:

FS HN 167Introduction to Human Nutrition3
HD FS 276Human Sexuality3
H S 110Personal and Consumer Health3
H S 215Drug Education3
H S 305Instructor's First Aid and Cardio-pulmonary Resuscitation2
H S 310Community and Public Health3
H S 350Human Diseases3
H S 375Teaching-Learning Process in Health Education3
H S 390Administration of the School Health Program3
or BIOL 255 Fundamentals of Human Anatomy
BIOL 155Human Biology3
or BIOL 255 Fundamentals of Human Anatomy
BIOL 255LFundamentals of Human Anatomy Laboratory1
BIOL 256Fundamentals of Human Physiology3
BIOL 256LFundamentals of Human Physiology Laboratory1
History-Social Sciences

The Curriculum and Instruction Department and the History Department share the responsibility for preparing History-Social Sciences teachers for grades 5-12. The department has specific class distribution requirements for the U.S. and world history endorsements.

Contact the History Department for specific information.

History-Social Sciences Education students must earn grades of B- or better in all content courses (with a minimum of a 2.75 GPA), as well as a C or better in peda­gogical coursework required for teacher licensure. 

Mathematics

The Mathematics Department and the School of Education share responsibility for the preparation of Mathematics teachers for grades 5-12.

For specific content area course requirements, contact the School of Education.

Required professional courses are:

C I 219Orientation to Teacher Education: Math, Science, FCS Education, and History/Social Science Majors1
C I 280APre-Student Teaching Experience: Teacher Aide0.5-2
C I 280LPre-Student Teaching Experience: Early Field Experience0.5-2
C I 480CField Experience for Secondary Teaching Preparation: Mathematics0.5-2
C I 497Teaching Secondary School Mathematics3
C I 417CStudent Teaching: Mathematicsarr †
† Arranged with instructor.

Required content courses are:

MATH 165Calculus I4
MATH 166Calculus II4
MATH 201Introduction to Proofs3
MATH 265Calculus III4
MATH 266Elementary Differential Equations3
or MATH 267 Elementary Differential Equations and Laplace Transforms
MATH 301Abstract Algebra I3
MATH 317Theory of Linear Algebra4
MATH 341Introduction to the Theory of Probability and Statistics I3
MATH 397Teaching Secondary Mathematics Using University Mathematics3
MATH 435Geometry I3
MATH 436Geometry II3
STAT 101Principles of Statistics4
One of the following:
COM S 107Applied Computer Programming3
COM S 207Fundamentals of Computer Programming3
COM S 227Introduction to Object-oriented Programming4

Students who are pursuing mathematics as an additional endorsement must major in one of the mathematical sciences, physical sciences, or engineering. These students must take the following:

MATH 165Calculus I4
MATH 166Calculus II4
MATH 201Introduction to Proofs3
MATH 301Abstract Algebra I3
MATH 317Theory of Linear Algebra4
MATH 341Introduction to the Theory of Probability and Statistics I3
MATH 397Teaching Secondary Mathematics Using University Mathematics3
MATH 435Geometry I3
MATH 436Geometry II3
STAT 101Principles of Statistics4
C I 480CField Experience for Secondary Teaching Preparation: Mathematics0.5-2
C I 497Teaching Secondary School Mathematics3
One of the following:
COM S 107Applied Computer Programming3
COM S 207Fundamentals of Computer Programming3
COM S 227Introduction to Object-oriented Programming4
Music

The Music Department prepares Music teachers for grades K-12.

For specific content area course requirements, see Curriculum, in Music.

Required professional courses are:

MUSIC 248Technology in Music Instruction2
MUSIC 266Introduction to Music Education2
MUSIC 366Methods of Music Education2
One of the following:
MUSIC 367Choral Literature2
MUSIC 368Marching Band and Jazz Ensemble Techniques2
MUSIC 417RStudent Teaching: Music-Elementaryarr †
MUSIC 417SStudent Teaching: Music-Secondaryarr †
MUSIC 464Instrumental Administration, Materials, and Methods2
MUSIC 465Choral Materials and Methods2
MUSIC 490AIndependent Study: Educationarr †
† Arranged with instructor.

For required content courses are see Curriculum, in Music.

Physical Education

The Kinesiology Department prepares Physical Education teachers for grades K-12.

Kinesiology and Health

Required professional courses:

KIN 280Directed Field Experience in Elementary Physical Education1
KIN 281Directed Field Experience in Physical Education1
KIN 312Movement Education in Elementary School Physical Education3
KIN 313Secondary Physical Education Methods3
KIN 395Adapted Physical Education3
KIN 418Supervised Teaching in Physical Education in the Elementary School8
KIN 417Supervised Teaching in Physical Education in the Secondary Schoolarr †
KIN 471Measurement in Physical Education3
KIN 475Physical Education Curriculum Design and Program Organization3
† Arranged with instructor.

Required content courses are: see Curriculum, Kinesiology and Health

Physics

The Physics and Astronomy Department and the School of Education share the responsibility for preparing Physics teachers for grades 5-12.

Required professional courses:

C I 280MPre-Student Teaching Experience: Secondary Science1-2
C I 347Nature of Science3
C I 417BStudent Teaching: Physical Sciencesarr †
C I 418Secondary Science Methods I: A Research-Based Framework for Teaching Science2
C I 419Secondary Science Methods II2
C I 468JSupervised Practicum in Teaching: Secondary Science I1-2
C I 468KSupervised Practicum in Teaching: Secondary Science II2
† Arranged with instructor.

Required content courses:

PHYS 221Introduction to Classical Physics I5
PHYS 222Introduction to Classical Physics II5
PHYS 311TIntermediate Laboratory for Secondary Physics Teachers3
PHYS 399Seminar on Secondary School Physics1-2
PHYS 321Introduction to Modern Physics I3
12 credits from the following:
PHYS 302The Challenge of Contemporary Physics3
PHYS 304Thermal Physics3
PHYS 306Physics of Wave Motion3
PHYS 310Electronic Instrumentation for Experimental Physics4
PHYS 321Introduction to Modern Physics I3
PHYS 321LIntroductory Laboratory in Modern Physics I1
PHYS 322Introduction to Modern Physics II3
PHYS 322LIntroductory Laboratory in Modern Physics II1
PHYS 361Classical Mechanics3
PHYS 362Intermediate Mechanics3
PHYS 364Electricity and Magnetism I3
PHYS 365Electricity and Magnetism II3
PHYS 496Modern Optics3
ASTRO 342Introduction to Solar System Astronomy3
ASTRO 344LAstronomy Laboratory3
ASTRO 346Introduction to Astrophysics3
CHEM 324Introductory Quantum Mechanics3
CHEM 325Chemical Thermodynamics3
E E 201Electric Circuits4
E E 230Electronic Circuits and Systems4
E M 274Statics of Engineering3
E M 345Dynamics3
E M 378Mechanics of Fluids3
M E 231Engineering Thermodynamics I3

Students with an endorsement in a natural science who seek approval to teach physics as an additional endorsement area must complete one of the following sets of courses:

PHYS 221Introduction to Classical Physics I5
PHYS 222Introduction to Classical Physics II5
PHYS 311TIntermediate Laboratory for Secondary Physics Teachers3
PHYS 321Introduction to Modern Physics I3
PHYS 321LIntroductory Laboratory in Modern Physics I1
Seminar on Secondary Scholl Physics2

or

PHYS 111General Physics5
PHYS 112General Physics5
PHYS 302The Challenge of Contemporary Physics3
PHYS 311TIntermediate Laboratory for Secondary Physics Teachers3
Seminar on Secondary School Physics2
PHYS 399Seminar on Secondary School Physics1-2

Students with no other natural science endorsement who seek approval to teach physics as an additional endorsement area must complete one of the two sets of courses listed above plus sufficient additional credits from the following list of courses to total 24 credits:

PHYS 302The Challenge of Contemporary Physics3
PHYS 304Thermal Physics3
PHYS 306Physics of Wave Motion3
PHYS 310Electronic Instrumentation for Experimental Physics4
PHYS 321Introduction to Modern Physics I3
PHYS 321LIntroductory Laboratory in Modern Physics I1
PHYS 322Introduction to Modern Physics II3
PHYS 322LIntroductory Laboratory in Modern Physics II1
ASTRO 342Introduction to Solar System Astronomy3
ASTRO 344LAstronomy Laboratory3
ASTRO 346Introduction to Astrophysics3
CHEM 324Introductory Quantum Mechanics3
CHEM 325Chemical Thermodynamics3
E E 442Introduction to Circuits and Instruments2
E M 274Statics of Engineering3
E M 345Dynamics3
E M 378Mechanics of Fluids3
M E 332Engineering Thermodynamics II3
World Languages 

The Department of World Languages and Cultures prepares World Language teachers for grades 5-12.

World Language teachers can earn an endorse­ment in French, German or Span­ish.

For specific content area course requirements, see Curriculum, World Languages and Cultures.

Required professional courses are:
C I 280APre-Student Teaching Experience: Teacher Aide0.5-2
WLC 417GStudent Teaching: World Languagearr †
WLC 487Methods in Secondary School World Language Instruction3
C I 280LPre-Student Teaching Experience: Early Field Experience0.5-2
† Arranged with instructor.

Students seeking approval to teach a world language as their first endorsement must have a major in the target language. For an additional endorsement in a world language, students must earn 25 credits in that language. Nine (9) credits must be at the 300 level or above with six (6) of these credits in composition and conversation. Courses at the 100 level are not counted in the 25 required credits. For an endorsement in Latin, 10 of the 25 credits must be at the 300 or 400 level and must include Hist 430 (Cl St 403). All students seeking to teach a world language must demonstrate their proficiency in the language by taking the ACTFL OPI (Oral Proficiency Inter­view). Students are responsible for the cost of the administration of the OPI and must request that their scores from the OPI be added to their transcript.

Requirements for Additional Endorsements

Students may elect to add additional endorse­ments to their teaching license by completing the necessary requirements. All “Undergraduate Teacher Licensure Areas” listed above can be pursued as an additional endorsement. Below are the additional endorsements only options that require students to pursue one of the undergradu­ate, post-bachelor’s or graduate teacher licensure areas listed above. Detailed requirements for any endorsement may be obtained from Teacher Education Services (located in 133 MacKay).

Art (grades K-8)

Students seeking an additional endorsement in Art (K-8) should see an adviser in the School of Education.

Basic Science (grades K-8)

Students seeking an additional endorsement in Basic Science (K-8) should see an adviser in the School of Education.

Coaching Interscholastic Athletics (grades K-12)

The Department Kinesiology offers courses that can lead to a K-12 athletic coach endorsement. Students seeking approval for the Iowa State University endorsement to coach interscholastic athletics must satisfy the requirements of an endorsement area listed above and earn credits in the following (to meet state minimum requirements).

BIOL 155Human Biology3
PSYCH 230Developmental Psychology3
A TR 220Basic Athletic Training2
KIN 315Coaching Theory and Administrative Issues3


Chinese (grades K-8)

Students seeking an additional endorsement in Chinese (K-8) should see an adviser in the School of Education.

Chinese (grades 5-12)

Students seeking an additional endorsement in Chinese (5-12) should see the coordinator in the Department of World Languages and Cultures.

English and Language Arts (grades K-8)

Students seeking an additional endorsement in English and Language Arts (K-8) should see an adviser in the School of Education.

English as a Second Language (grades K-12)

The Department of English offers courses that can lead to a K-12 ESL Teacher endorsement.

To add a K-12 teaching endorsement in English as a Second Language, students must fulfill the requirements of an endorsement area listed above and earn credits in the following courses. In some cases, relevant special topics courses or experimental courses may be substituted. Some courses have prerequisites.

ENGL 219Introduction to Linguistics3
or ENGL 511 Introduction to Linguistic Analysis
ENGL 220Descriptive English Grammar3
ENGL 425Second Language Learning and Teaching3
or ENGL 512 Second Language Acquisition
ENGL 514Sociolinguistics3
or C I 420 Bilingualism, Bilingual Education, and U.S. Mexican Youth
ENGL 518
  & ENGL 524
Teaching English as a Second Language Methods and Materials
   and Literacy: Issues and Methods for Nonnative Speakers of English
6
or
ENGL 524
  & ENGL 525
Literacy: Issues and Methods for Nonnative Speakers of English
   and Methods in Teaching Listening and Speaking Skills to Nonnative Speakers of English
6
ENGL 588Supervised Practice Teaching in Teaching English as a Second Language3
Basic Science (grades 5-12)

Basic Science is an interdepartmental additional area of endorsement for grades 5-12

Students seeking approval to teach general science must earn credits in the following courses:

BIOL 211Principles of Biology I3
BIOL 211LPrinciples of Biology Laboratory I1
BIOL 212Principles of Biology II3
BIOL 212LPrinciples of Biology Laboratory II1
CHEM 177General Chemistry I4
CHEM 177LLaboratory in General Chemistry I1
CHEM 178General Chemistry II3
CHEM 178LLaboratory in College Chemistry II1
CHEM 231Elementary Organic Chemistry3
CHEM 231LLaboratory in Elementary Organic Chemistry1
GEOL 100The Earth3
GEOL 100L
  & PHYS 112
The Earth: Laboratory
   and General Physics
6
PHYS 111General Physics5
or
PHYS 221
  & PHYS 222
Introduction to Classical Physics I
   and Introduction to Classical Physics II
10
One of the following:
MATH 151Calculus for Business and Social Sciences3
MATH 160Survey of Calculus4
MATH 165Calculus I4
MATH 181Calculus and Mathematical Modeling for the Life Sciences I4

At least 6 credits from courses numbered 300 or above in astronomy and astrophysics, biochem­istry and biophysics, biology, botany, chemistry, genetics, geology, meteorology, microbiology, or physics.

Health (grades K-8)

Students seeking an additional endorsement in Health (K-8) should see an adviser in the School of Education.

History (grades K-8)

Students seeking an additional endorsement in History (K-8) should see an adviser in the School of Education.

Latin (grades 5-12)

Students seeking an additional endorsement in Latin (5-12) should see the coordinator in the Depart­ment of World Languages and Cultures.

Mathematics (grades K-8)

Students seeking an additional endorsement in mathematics (K-8) should see an adviser in the School of Education.


Reading (grades K-8, 5-12)

The School of Education offers courses that can lead to a reading endorsement for grades K-8. This department collaborates with the English Department to offer the necessary coursework for a 5-12 reading endorsement.

Students seeking an additional endorsement to teach elementary reading (K-8) should see a School of Education adviser.

Students seeking endorsement to teach reading (5-12) as an additional endorsement must earn credits in the following courses:

Foundations of Reading and Reading in the Content Area
C I 395Teaching Reading in Middle and Secondary Schools3
or C I 551 Foundations of Reading and Language Arts
C I 494Practice and Theory of Teaching Literature in the Secondary Schools3
Practicum
C I 588Supervised Tutoring in Reading3
Language Development
ENGL 219Introduction to Linguistics3
or ENGL 511 Introduction to Linguistic Analysis
Reading Assessment and Oral Communication
C I 452Corrective Reading3
Written Communication
C I 395Teaching Reading in Middle and Secondary Schools3
ENGL 397Practice and Theory of Teaching Writing in the Secondary Schools3
Adolescent Nonfiction and Fiction
ENGL 396Teaching the Reading of Young Adult Literature3
or C I 554 Reading and Responding to Children's Literature
Reading Instrumental Strategies
C I 456Integrating Technology into the Reading and Language Arts Curriculum3
or C I 553 Teaching Struggling Adolescent Readers
Russian (grades 5-12)

Students seeking an additional endorsement in Russian (5-12) should see the coordinator in the Depart­ment of World Languages and Cultures.

Social Sciences (grades K-8)

Students seeking an additional endorsement in Social Sciences (K-8) should see an adviser in the School of Education.

Special Education (grades K-8, 5-12, ages 5-21)

The School of Education offers courses that can lead to special education endorsements (Instructional Strategist I: Mild/Moderate Disabilities (grades K-8 and grades 5-12) and Instructional Strategist II: Behavior Disorders/Learning Disabilities (ages 5-21)). Students seeking special education endorsements at the graduate level must have a current teaching license.

Elementary Education students seeking an additional K-8 endorsement to teach special education should see an adviser in the School of Education.

Speech/Theatre (grades 5-12)

The Department of Speech Communication offers courses that can lead to 5-12 speech/theatre endorsement.

Students seeking endorsement to teach speech as an additional area must earn credits in the following courses:

SP CM 110Listening3
or COMST 102 Introduction to Interpersonal Communication
SP CM 212Fundamentals of Public Speaking3
SP CM 313Communication in Classrooms and Workshops3
SP CM 322Argumentation, Debate, and Critical Thinking3
SP CM 412Rhetorical Criticism3
SP CM 495AIndependent Study: Directing Speech Activities1
SP CM 495BIndependent Study: Teaching Speech3
THTRE 255Introduction to Theatrical Production4
THTRE 358Oral Interpretation3
THTRE 360Stagecraft4
THTRE 455Directing I3
THTRE 357Stage Make-up2
JL MC 101Mass Media and Society3
World Languages and Cultures (French, German, Latin, Russian, and Spanish) (grades K-8)

Students seeking an additional endorsement World Languages and Cultures (K-8) should see an adviser in the School of Education.