Secondary Major in Education
A secondary major in Education at Iowa State University prepares candidates to teach at the middle school and high school levels. K-12/Secondary Educator Preparation Programs eligible to pursue the secondary major in Education are:
- English Education
- History/Social Sciences Education - History
- History/Social Sciences Education - Political Science
- Mathematics Education
- Science Education – Biology
- Science Education – Chemistry
- Science Education – Earth Science
- Science Education – Physics
- World Languages and Cultures Education – French
- World Languages and Cultures Education – German
- World Languages and Cultures Education – Spanish
Additional Endorsements and Minors
Candidates pursuing the secondary major in Education have the opportunity to pursue additional endorsements and minors:
- K-12 Coaching Endorsement
- K-12 English as a Second Language Endorsement
- 5-12 Reading Endorsement
- Additional Science Endorsements
- 5-12 Basic Science
- Additional Social Sciences Endorsements
- 5-12 American Government
- 5-12 Anthropology
- 5-12 Economics
- 5-12 Psychology
- 5-12 Sociology
- Learning Technologies Minor
(See https://education.iastate.edu/find-your-major/learning-technologies-minor/)
Specific program requirements can be found within each department that houses the endorsement. Information on K-12 Coaching, K-12 English as a Second Language, 5-12 Reading, and K-12 Speech and Theatre can be found at: https://iastate.app.box.com/s/m4tr3ogr9ouwmiubz5dhv9catryr2jqf.
Student Learning Outcomes
Upon graduation, students should be able to:
The Learner and Learning
Standard #1: Learner Development.
Understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences.
Use understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments.
Work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Content
Standard #4: Content Knowledge.
Understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content.
Understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Instructional Practices
Standard #6: Assessment.
Understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction.
Plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies.
Understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard #8A: Technology.
Integrate current and emerging technology in instruction to encourage student creativity, problem solving, collaboration, and digital literacy. Teachers practice and advocate safe, legal, and responsible use of information and technology.
Professional Responsibility
Standard #9: Professional Learning and Ethical Practice.
Engage in ongoing professional learning and uses 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 adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration.
Seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.