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Opportunities in Teacher Education

This is an archived copy of the 2011-12 Catalog. To access the most recent version of the catalog, please visit http://catalog.iastate.edu.

The mission of University Teacher Education is to develop educators who are caring, competent, and certified. 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. (See Iowa Teaching Standards and Criteria section.)

University 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 University Teacher Education and be recommended by their department, college, and the ISU recommending official.

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 (French, German, Latin, Russian, and Spanish) (grades K-8)

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.)

Standards

University 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 (University 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.

University 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 students 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 students 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:

  1. Provides evidence of student learning to students, families, and staff.
  2. Implements strategies supporting student, building, and district goals.
  3. Uses student performance data as a guide for decision-making.
  4. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
  5. Creates an environment of mutual respect, rapport, and fairness.
  6. Participates in and contributes to a school culture that focuses on improved student learning.
  7. Communicates with students, families, colleagues, and communities effectively and accurately.

Standard 2:

Demonstrates competence in content knowledge appropriate to the teaching position.

The teacher:

  1. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
  2. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
  3. Relates ideas and information within and across content areas.
  4. Understands and uses instructional strategies that are appropriate to the content area.

Standard 3:

Demonstrates competence in planning and preparing for instruction.

The teacher:

  1. Uses student achievement data, local standards, and the district curriculum in planning for instruction.
  2. Sets and communicates high expectations for social, behavioral, and academic success of all students.
  3. Uses student developmental needs, background, and interests in planning for instruction.
  4. Selects strategies to engage all students in learning.
  5. 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:

  1. Aligns classroom instruction with local standards and district curriculum.
  2. Uses research-based instructional strategies that address the full range of cognitive levels.
  3. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
  4. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
  5. Connects students’ prior knowledge, life experiences, and interests in the instructional process.
  6. Uses available resources, including technologies, in the delivery of instruction.

Standard 5:

Uses a variety of methods to monitor student learning.

The teacher:

  1. Aligns classroom assessment with instruction.
  2. Communicates assessment criteria and standards to all students and parents.
  3. Understands and uses the results of multiple assessments to guide planning and instruction.
  4. Guides students in goal setting and assessing their own learning.
  5. Provides substantive, timely, and constructive feedback to students and parents.
  6. Works with other staff and building and district leadership in analysis of student progress.

Standard 6:

Demonstrates competence in classroom management.

The teacher:

  1. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
  2. Establishes, communicates, models, and maintains standards of responsible student behavior.
  3. Develops and implements classroom procedures and routines that support high expectations for student learning.
  4. Uses instructional time effectively to maximize student achievement.
  5. Creates a safe and purposeful learning environment.

Standard 7:

Engages in professional growth.

The teacher:

  1. Demonstrates habits and skills of continuous inquiry and learning.
  2. Works collaboratively to improve professional practice and student learning.
  3. Applies research, knowledge, and skills from professional development opportunities to improve practice.
  4. Establishes and implements professional development plans based upon the teacher’s needs aligned to the Iowa Teaching Standards and district/building student achievement goals.

Standard 8:

Fulfills professional responsibilities established by the school district.

The teacher:

  1. Adheres to board policies, district procedures, and contractual obligations.
  2. Demonstrates professional and ethical conduct as defined by state law and individual district policy.
  3. Contributes to efforts to achieve district and building goals.
  4. Demonstrates an understanding of and respect for all learners and staff.
  5. 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 University 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. 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 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.)

Natural Sciences6
Mathematics or Statistics3
Social Sciences9
Humanities6
Communication Skills9
LIB 160Library Instruction0.5
The above requirements must include
Critical Thinking and Communication
   and Written, Oral, Visual, and Electronic Composition (or equivalent)
One course that develops interpersonal or group presentation
HD FS 102Individual and Family Life Development3
or PSYCH 230 Developmental Psychology
One course in American History or Government (see approved list)

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.)

Professional Teacher Education Requirement (Professional Core)

Clinical Experience Requirement

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 a pre-student teaching course (e.g., C I 280, C I 480) or, in certain endorsement areas, a course designated to provide an equivalent experience. Students complete a background check before initial placement in schools and other appropriate locations. Course fees (ranging from $8.00 to $328.00) are assessed to cover the costs of supervision and placement with a cooperating teacher.

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 201Digital Learning in the PK-6 Classroom3
C I 204Social Foundations of American Education3

Education

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 Teaching (16 weeks)16

Secondary Education and K-12

C I 202Digital Learning in the 7-12 Classroom3
C I 204Social Foundations of American Education3
C I 333Educational Psychology3
C I 406Multicultural Foundations of School and Society: Introduction3
SP ED 401Teaching Secondary Students with Exceptionalities in General Education3
Student teaching (minimum 14 weeks) (See licensure area coordinator for more information)14-16

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

C I 426 Principles of Secondary Education

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 American Education3
C I 506Multicultural Foundations of School and Society: Advanced3
C I 526Principles of Secondary Education3
C I 529Educational Psychology and the Secondary Classroom3
Student teaching (minimum 14 weeks) (See teacher licensure area coordinator for more information)14-16

Admission to University Teacher Education (Decision Point 1)

The University Teacher Education Office (133 MacKay) monitors the progress of teacher education students. Admission to University 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 University 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 reapply the following semester by using the application for admission. 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 University 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 University Teacher Education Coordinating Council before admission is granted. Students may apply as early as four semesters before the one in which they plan to enroll for student teaching; however, they must be fully admitted into University Teacher Education at least one year prior to the semester they complete the Request for Student Teaching Placement. Students in accelerated graduate programs must be fully admitted by mid-semester prior to their planned student teaching semester.

Requirements for full admission to University 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:

    A composite Praxis I (PPST) score of 522, with a minimum of 170 for each test (reading, writing, and mathematics.

    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 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 test:

    —Minimum GRE scores (400 on each of the Verbal and Quantitative sections.) Some licensure areas require higher GRE scores.

    OR

    —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 test:

    —Minimum GRE scores (400 on each of the Verbal and Quantitative sections.) Some licensure areas require higher GRE scores

    OR

    —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

All students admitted to University Teacher Education must maintain a minimum of a 2.5 cumulative grade point average through completion of their licensure requirements.

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 University Teacher Education.

Background Checks

Two background checks will be completed on each student. First, prior to any clinical experiences taking place, students are required to undergo a state of lowa 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 University 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 University Teacher Education 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 out-of-state 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. Full admission to University Teacher Education is required a minimum of 1 year before the start of the student teaching semester. Students in accelerated graduate programs must be fully admitted by mid-semester prior to the student teaching semester.
  2. 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. Details regarding this application are available in the University Teacher Education Office.
  3. A minimum 2.5 cumulative grade point average.
  4. 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).
  5. Complete (or concurrently completing) 80 hours of pre-student teaching field experience.
  6. 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.
  7. 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 UTEP coordinator.
  8. Registrar approval (at this time, graduation is confirmed and holds on records are reviewed).
  9. For Early Childhood Education and Elementary Education majors only: Praxis II score of 151 for the 0011 test or a 142 for the 0014 test.
  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 (see the following website for the contact information for the adviser or coordinator who works with students on teacher licensure: www.teacher.hs.iastate.edu). 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).

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 110AAgriculture and Life Sciences Education (Fall only)0.5
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
Supervised Teaching Experience15
Supervised Teaching in Agriculture and Life Sciences

Required content courses are:

AGEDS 315Personal, Professional, and Entreprenurial 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 Horticulture3
ECON 101Principles of Microeconomics3
ECON 230Farm Business Management3
ACCT 284Financial Accounting3
NREM 120Introduction to Renewable Resources3

Biology

The Biology Program and the Department of Curriculum and Instruction share the responsibility of preparing Biology teachers for grades 5-12.

Required professional courses are:

C I 280MSecondary Science. Cr. 1 or 20.5-2
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 468JSecondary Science1-2
C I 468KSecondary Science II. Cr. 2.1-2
C I 417DBiological Sciences *arr †
*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 Department of Curriculum and Instruction share the responsibility of preparing Chemistry teachers for grades 5-12.

Required professional courses are:

C I 280MSecondary Science. Cr. 1 or 20.5-2
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 468JSecondary Science1-2
C I 468KSecondary Science II. Cr. 2.1-2
C I 417BPhysical 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
  &  222		Introduction to Classical Physics I
   and Introduction to Classical Physics II		10
or
PHYS 111
  &  112		General Physics
   and General Physics		8
MATH 165Calculus I4
MATH 166Calculus II4
Minimum of one course in BIOL is required *

*

BIOL 211 Principles of Biology I and BIOL 211L Principles of Biology Laboratory I 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 211LQuantitative and Environmental Analysis Laboratory2
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 Department of Curriculum and Instruction 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 Department of Curriculum and Instruction share the responsibility of preparing Earth Science teachers for grades.5-12

Required professional courses are:

C I 280MSecondary Science. Cr. 1 or 20.5-2
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 468JSecondary Science1-2
C I 468KSecondary Science II. Cr. 2.1-2
C I 417JEarth 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
3 credit 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 Physics4
PHYS 112General Physics4
One of the following
Calculus for Business and Social Sciences
Survey of Calculus
Calculus I
Calculus and Mathematical Modeling for the Life Sciences I
One of the following
Principles of Statistics
Introduction to Statistics
Applied Computer Programming
3 credit BIOL 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 to total 24 credits

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 to total 24 credits

See licensure area coordinator for approval prior to taking courses.

Elementary Education

The Department of Curriculum and Instruction 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

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

Required professional courses are:

C I 280ATeacher Aide. Cr. 1 or 20.5-2
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 417Student Teachingarr †
ENGL 494Practice and Theory of Teaching Literature in the Secondary Schools3
† 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 Writing3
Business Communication
Free-Lance Writing for Popular Magazines
Creative Writing--Fiction
Creative Writing--Nonfiction
Creative Writing--Poetry
Report and Proposal Writing
Technical Communication
Creative Writing--Screenplays
Creative Writing--Playwriting
Rhetoric3
Rhetorical Analysis
Language3
Descriptive English Grammar
Literature18
Introduction to Literary Study
Survey of British Literature to 1800
Survey of British Literature since 1800
Survey of American Literature to 1865
Survey of American Literature since 1865
Women's Literature
or ENGL 353 World Literature: Western Foundations through Renaissance
or ENGL 354 World Literature: Seventeenth Century to the Present
English Education19
Teaching Reading in Middle and Secondary Schools
Teaching the Reading of Young Adult Literature
Practice and Theory of Teaching Writing in the Secondary Schools
   and Teacher Aide. Cr. 1 or 2
Practice and Theory of Teaching Literature in the Secondary Schools
   and Teacher Aide. Cr. 1 or 2
Teaching Secondary Students with Exceptionalities in General Education

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 206Professional Roles in Family and Consumer Sciences1
FCEDS 306Educational Principles for Family and Consumer Sciences4
FCEDS 318Occupational, Career and Technical Programs3
FCEDS 413Curriculum Planning for Family and Consumer Sciences and Family Life Education4
FCEDS 417AVocational family and consumer sciences. Cr. 8.3-8
FCEDS 417BFamily and consumer sciences. Cr. 3 to 8.3-8

Required content courses are:

HD FS 102Individual and Family Life Development3
HD FS 226Development and Guidance in Middle Childhood3
HD FS 276Human Sexuality3
HD FS 349Parenting and Family Diversity Issues3
HD FS 283Personal and Family Finance3
One of the following
Housing Finance and Policy
Advanced Personal and Family Finance
Families in the Economy
FS HN 111Fundamentals of Food Preparation2
FS HN 167Introduction to Human Nutrition3
One of the following
Apparel Assembly Processes
Overview of the Fashion Industry
Dress and Diversity in Society
Textile Science
HD FS 239Housing and Consumer Issues3
or AESHM 342 Aesthetics of Consumer Experience

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
HD FS 377Aging and the Family3
BIOL 255Fundamentals of Human Anatomy3
BIOL 255LFundamentals of Human Anatomy 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
BIOL 255Fundamentals of Human Anatomy3
BIOL 255LFundamentals of Human Anatomy 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.

Contact the History Department for specific information.

History-Social Sciences Education students must earn grades of C or better in all content and pedagogical coursework required for teacher licensure.

Mathematics

The Mathematics Department and the Curriculum and Instruction Department share responsibility for the preparation of Mathematics teachers for grades 5-12

For specific content area course requirements, contact Curriculum and Instruction Advising Office. Required professional courses are:

C I 219Orientation to Teacher Education for Mathematics, Science and History/Social Sciences Majors1
C I 280LEarly Field Experience. Cr. .50.5-2
C I 280ATeacher Aide. Cr. 1 or 20.5-2
C I 480CMathematics0.5-2
C I 497Teaching Secondary School Mathematics3
C I 417CMathematicsarr †
† 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
One of the following
Applied Computer Programming
Fundamentals of Computer Programming
Introduction to Object-oriented Programming
STAT 101Principles of Statistics4

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
One of the following
Applied Computer Programming
Fundamentals of Computer Programming
Introduction to Object-oriented Programming
STAT 101Principles of Statistics4
C I 480CMathematics0.5-2
C I 497Teaching Secondary School Mathematics3

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
Choral Literature
Marching Band and Jazz Ensemble Techniques
Education (Same as C I 490A)
MUSIC 464Instrumental Administration, Materials, and Methods2
or MUSIC 465 Choral Materials and Methods
MUSIC 417SMusic-Secondary (Same as C I 417S)8-12
MUSIC 417RMusic-Elementary (Same as C I 417R)8-12

Required content courses are: see Curriculum, in Music.

Physical Education

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

Kinesiology and Health (instead of Health and Human Performance)

Required professional courses are:

KIN 280Directed Field Experience in Elementary Physical Education1
KIN 281Directed Field Experience in Physical Education1
KIN 312Movement Education in Elementary School Physical Education3
KIN 355Biomechanics3
KIN 358Physiology of Exercise3
KIN 365Sport Psychology3
or KIN 366 Exercise Psychology
KIN 372Motor Control and Learning Across the Lifespan3
KIN 375Teaching Physical Education3
KIN 395Adapted Physical Education3
KIN 417Supervised Teaching in Physical Education in the Secondary School8
KIN 418Supervised Teaching in Physical Education in the Elementary School8
KIN 471Measurement in Physical Education3
KIN 475Physical Education Curriculum Design and Program Organization3

Required content courses are: see Curriculum, Kinesiology and Health

Physics

The Physics and Astronomy Department and the Curriculum and Instruction Department share the responsibility for preparing Physics teachers for grades 5-12

For specific content area course requirements, see Curriculum, Physics.

Required professional courses are:

C I 280MSecondary Science. Cr. 1 or 20.5-2
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 468JSecondary Science1-2
C I 468KSecondary Science II. Cr. 2.1-2
C I 417BPhysical Sciencesarr †
† Arranged with instructor.

Required content courses are:

PHYS 221Introduction to Classical Physics I5
PHYS 222Introduction to Classical Physics II5
PHYS 311TIntermediate Laboratory for Secondary Physics Teachers3
Seminar on Secondary School Physics2
Seminar on Secondary School Physics
PHYS 321Introduction to Modern Physics I3
Select 12 credits from the following12
The Challenge of Contemporary Physics
Thermal Physics
Physics of Wave Motion
Electronic Instrumentation for Experimental Physics
Introduction to Modern Physics I
Introductory Laboratory in Modern Physics I
Introduction to Modern Physics II
Introductory Laboratory in Modern Physics II
Classical Mechanics
Intermediate Mechanics
Electricity and Magnetism I
Electricity and Magnetism II
Modern Optics
Introduction to Solar System Astronomy
Astronomy Laboratory
Introduction to Astrophysics
Introductory Quantum Mechanics
Chemical Thermodynamics
Electric Circuits
Electronic Circuits and Systems
Statics of Engineering
Dynamics
Mechanics of Fluids
Engineering Thermodynamics I

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 School Physics2
Seminar on Secondary School Physics

or

PHYS 111General Physics4
PHYS 112General Physics4
PHYS 302The Challenge of Contemporary Physics3
PHYS 311TIntermediate Laboratory for Secondary Physics Teachers3
Seminar on Secondary School Physics2
Seminar on Secondary School Physics

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 280LEarly Field Experience. Cr. .50.5-2
C I 280ATeacher Aide. Cr. 1 or 20.5-2
WLC 417GForeign Language (Same as C I 417G.)8-12
WLC 487Methods in Secondary School World Language Instruction3

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 403 (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 Inter-view). 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 the University Teacher Education Office.

Art (grades K-8)

Students seeking an additional endorsement in Art (K-8) should see an adviser in the Department of Curriculum and Instruction.

Basic Science (grades K-8)

Students seeking an additional endorsement in Basic Science (K-8) should see an adviser in the Department of Curriculum and Instruction.

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
KIN 220Basic Athletic Training2
KIN 315Coaching Theory and Administrative Issues3

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 Department of Curriculum and Instruction.

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/Ling 219 or Engl/Ling 511

Engl/Ling 220 or test out

Engl/Ling 425 or Engl/Ling 517

Engl/Ling 514 or C I 420/520

Engl/Ling 518 and Engl/Ling 524 OR Engl/Ling 524 and Engl/Ling 525

Engl/Ling 588

General Science (grades 5-12)

General 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 100LThe Earth: Laboratory1
PHYS 111
  &  112		General Physics
   and General Physics		8
or
PHYS 221
  &  222		Introduction to Classical Physics I
   and Introduction to Classical Physics II		10
One of the following
Calculus for Business and Social Sciences
Survey of Calculus
Calculus I
Calculus and Mathematical Modeling for the Life Sciences I

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 Department of Curriculum and Instruction.

History (grades K-8)

Students seeking an additional endorsement in History (K-8) should see an adviser in the Department of Curriculum and Instruction.

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 Department of Curriculum and Instruction.

Physical Science

Students seeking an additional endorsement in physical science (5-12) should see an adviser in the Department of Curriculum and Instruction. Students must have a primary area of endorsement in physics, chemistry, earth science, or biology and can add physical science as an additional endorsement by successfully completing a minimum of 24 credits in science, with coursework that includes the following:

Required professional courses are:

C I 280MSecondary Science. Cr. 1 or 20.5-2
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 468JSecondary Science1-2
C I 468KSecondary Science II. Cr. 2.1-2
C I 417BPhysical Sciencesarr †
† Arranged with instructor.

Required content courses are:

PHYS 111General Physics4
PHYS 112General Physics4
or PHYS 221 Introduction to Classical Physics I
PHYS 222Introduction to Classical Physics II5
PHYS 311TIntermediate Laboratory for Secondary Physics Teachers3
PHYS 399Seminar on Secondary School Physics1-2
One of the following options
Option I
College Chemistry
Laboratory in College Chemistry
Elementary Organic Chemistry
Laboratory in Elementary Organic Chemistry
Option II
General Chemistry I
Laboratory in General Chemistry I
General Chemistry II
Laboratory in College Chemistry II
GEOL 100The Earth3
GEOL 100LThe Earth: Laboratory1
MTEOR 206Introduction to Weather and Climate3

 

Reading (grades K-8, 5-12)

The Curriculum and Instruction Department 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 Department of Curriculum and Instruction.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
Teaching Reading in Middle and Secondary Schools
or C I 551 Foundations of Reading and Language Arts
Practice and Theory of Teaching Literature in the Secondary Schools
Practicum
Language Development
Introduction to Linguistics
or ENGL 511 Introduction to Linguistic Analysis
Reading Assessment and Oral Communication
Corrective Reading
Written Communication
Teaching Reading in Middle and Secondary Schools
Practice and Theory of Teaching Writing in the Secondary Schools
Adolescent Nonfiction and Fiction
Teaching the Reading of Young Adult Literature
or C I 554 Reading and Responding to Children's Literature
Reading Instrumental Strategies
Integrating Technology into the Reading and Language Arts Curriculum
or C I 553 Reading for Adolescents with Mild/Moderate Disabilities

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 Department of Curriculum and Instruction

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

The Department of Curriculum and Instruction 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 Department of Curriculum and Instruction.

Speech Communication (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 495ADirecting Speech Activities1
SP CM 495BTeaching Speech3
One of the following
Introduction to Theatrical Production
Stagecraft
Directing I
THTRE 358Oral Interpretation3
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 Department of Curriculum and Instruction.

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 Curriculum and Instruction Department 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 Department of Curriculum and Instruction 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: www.iowateacherintern.org.

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Every effort has been made to make the catalog accurate as of the date of publication. However, all policies, procedures, fees, and charges are subject to change at any time by appropriate action of the faculty, the university administration, or the Board of Regents, State of Iowa.

Iowa State University does not discriminate on the basis of race, color, age, religion, national origin, sexual orientation, gender identity, genetic information, sex, marital status, disability, or status as a U.S. veteran. Inquiries can be directed to the Director of Equal Opportunity and Compliance, 3280 Beardshear Hall, (515) 294-7612.

Copyright 2012 Iowa State University. All rights reserved.
Updated April 2011