Teacher Education Opportunities
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). HD FS 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 201 | Learning Technologies in the PK-6 Classroom | 3 |
| C I 204 | Social Foundations of Education in the United States | 3 |
| C I 245 | Strategies in Teaching | 2 |
| C I 268 | Strategies Practicum | 1 |
| C I 332 | Educational Psychology of Young Learners | 3 |
| C I 406 | Multicultural Foundations of School and Society: Introduction | 3 |
| SP ED 250 | Education of the Exceptional Learner in a Diverse Society | 3 |
| Student Teaching | 16 | |
| Total Credits | 34 | |
K-12 AND Secondary Education:
| C I 202 | Learning Technologies in the 7-12 Classroom | 3 |
| C I 204 | Social Foundations of Education in the United States | 3 |
| C I 333 | Educational Psychology | 3 |
| C I 406 | Multicultural Foundations of School and Society: Introduction | 3 |
| SP ED 401 | Teaching Secondary Students with Exceptionalities in General Education | 3 |
| C I 426 | Principles of Secondary Education | 3 |
| 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 501 | Teaching Secondary Students with Exceptionalities in General Education | 3 |
| C I 505 | Using Technology in Learning and Teaching | 3 |
| H P C 504 | Studies in the Foundations of Education in the United States | 3 |
| C I 506 | Multicultural Foundations of School and Society: Advanced | 3 |
| C I 526 | Principles of Secondary Education | 3 |
| C I 529 | Educational Psychology and the Secondary Classroom | 3 |
| 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:
- A minimum 2.5 cumulative grade point average.
- 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 .
- Documented completion of ISU approved 10 hours of pre-student teaching clinical experience.
- 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).
- An acceptable Iowa criminal background check report initiated by ISU's recommending official.
- 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:
- A bachelor’s degree from a regionally accredited institution and a minimum 2.5 cumulative grade point average from that institution.
- Successful completion of one of the following basic skills tests:
- —Minimum GRE scores (400 on each of the Verbal and Quantitative sections.) Some licensure areas require higher GRE scores.
- —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:
- Full admission to an appropriate Master’s degree program.
- Successful completion of one of the following basic skills tests:
- —Minimum GRE scores (400 on each of the Verbal and Quantitative sections.) Some licensure areas require higher GRE scores.
- —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 211A | High School Agriculture Programs | 1 |
| AGEDS 110A | Agriculture and Life Sciences Education (Fall only) | 1 |
| AGEDS 310 | Foundations of Agricultural Education Programs | 3 |
| AGEDS 401 | Planning Agriculture and Life Sciences Education Programs | 3 |
| AGEDS 402 | Methods of Teaching in Agriculture and Life Sciences | 3 |
| AGEDS 416 | Pre-Student Teaching Experience in Agricultural Education | 1 |
| AGEDS 417 | Supervised Teaching in Agriculture and Life Sciences | 1-16 |
| Required content courses: | ||
| AGEDS 315 | Personal, Professional, and Entrepreneurial Leadership in Agriculture | 3 |
| AGEDS 488 | Methods of Teaching Agricultural Mechanics | 3 |
| AGRON 114 | Principles of Agronomy | 3 |
| AGRON 154 | Fundamentals of Soil Science | 3 |
| AN S 101 | Working with Animals | 2 |
| AN S 114 | Survey of the Animal Industry | 2 |
| HORT 221 | Principles of Horticulture Science | 3 |
| ECON 101 | Principles of Microeconomics | 3 |
| ECON 230 | Farm Business Management | 3 |
| ACCT 284 | Financial Accounting | 3 |
| NREM 120 | Introduction to Renewable Resources | 3 |
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 280M | Pre-Student Teaching Experience I: Secondary Science | 1-2 |
| C I 347 | Nature of Science | 3 |
| C I 418 | Secondary Science Methods I: A Research-Based Framework for Teaching Science | 2 |
| C I 419 | Secondary Science Methods II | 2 |
| C I 468J | Pre-Student Teaching Experience II: Secondary Science I | 2 |
| C I 468K | Pre-Student Teaching Experience II: Secondary Science II | 2 |
| C I 417D | Student Teaching: Biological Sciences | arr † |
| C I 417D is cross listed with ENGL 417D/MUSIC 417D/WLC 417D | ||
| † Arranged with instructor. | ||
Required content courses are:
| BIOL 211 | Principles of Biology I | 3 |
| BIOL 211L | Principles of Biology Laboratory I | 1 |
| BIOL 212 | Principles of Biology II | 3 |
| BIOL 212L | Principles of Biology Laboratory II | 1 |
| BIOL 312 | Ecology | 4 |
| BIOL 313 | Principles of Genetics | 3 |
| BIOL 313L | Genetics Laboratory | 1 |
| BIOL 314 | Principles of Molecular Cell Biology | 3 |
| BIOL 315 | Biological Evolution | 3 |
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 280M | Pre-Student Teaching Experience I: Secondary Science | 1-2 |
| C I 347 | Nature of Science | 3 |
| C I 418 | Secondary Science Methods I: A Research-Based Framework for Teaching Science | 2 |
| C I 419 | Secondary Science Methods II | 2 |
| C I 468J | Pre-Student Teaching Experience II: Secondary Science I | 2 |
| C I 468K | Pre-Student Teaching Experience II: Secondary Science II | 2 |
| C I 417B | Student Teaching: Physical Sciences | arr † |
| † Arranged with instructor. | ||
Required content courses are:
| CHEM 177 | General Chemistry I | 4 |
| CHEM 177L | Laboratory in General Chemistry I | 1 |
| CHEM 178 | General Chemistry II | 3 |
| CHEM 178L | Laboratory in College Chemistry II | 1 |
| CHEM 211 | Quantitative and Environmental Analysis | 2 |
| CHEM 211L | Quantitative and Environmental Analysis Laboratory | 2 |
| CHEM 301 | Inorganic Chemistry | 2 |
| CHEM 316 | Instrumental Methods of Chemical Analysis | 2 |
| CHEM 316L | Instrumental Analysis Laboratory | 2 |
| CHEM 324 | Introductory Quantum Mechanics | 3 |
| CHEM 325 | Chemical Thermodynamics | 3 |
| CHEM 321L | Laboratory in Physical Chemistry | 2 |
| or CHEM 322L | Laboratory in Physical Chemistry | |
| CHEM 331 | Organic Chemistry I | 3 |
| CHEM 331L | Laboratory in Organic Chemistry I | 1 |
| CHEM 332 | Organic Chemistry II | 3 |
| CHEM 332L | Laboratory in Organic Chemistry II | 1 |
| 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 165 | Calculus I | 4 |
| MATH 166 | Calculus II | 4 |
| 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 177 | General Chemistry I | 4 |
| CHEM 177L | Laboratory in General Chemistry I | 1 |
| CHEM 178 | General Chemistry II | 3 |
| CHEM 178L | Laboratory in College Chemistry II | 1 |
| CHEM 211 | Quantitative and Environmental Analysis | 2 |
| CHEM 211L | Quantitative and Environmental Analysis Laboratory | 2 |
| CHEM 331 | Organic Chemistry I | 3 |
| CHEM 331L | Laboratory in Organic Chemistry I | 1 |
| CHEM 332 | Organic Chemistry II | 3 |
| CHEM 332L | Laboratory in Organic Chemistry II | 1 |
| Or | ||
| CHEM 163 | College Chemistry | 4 |
| CHEM 163L | Laboratory in College Chemistry | 1 |
| CHEM 211 | Quantitative and Environmental Analysis | 2 |
| CHEM 231 | Elementary Organic Chemistry | 3 |
| CHEM 231L | Laboratory in Elementary Organic Chemistry | 1 |
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 316 | Instrumental Methods of Chemical Analysis | 2 |
| CHEM 316L | Instrumental Analysis Laboratory | 2 |
| CHEM 324 | Introductory Quantum Mechanics | 3 |
| CHEM 325 | Chemical Thermodynamics | 3 |
| CHEM 322L | Laboratory in Physical Chemistry | 3 |
| BBMB 301 | Survey of Biochemistry | 3 |
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 280M | Pre-Student Teaching Experience I: Secondary Science | 1-2 |
| C I 347 | Nature of Science | 3 |
| C I 418 | Secondary Science Methods I: A Research-Based Framework for Teaching Science | 2 |
| C I 419 | Secondary Science Methods II | 2 |
| C I 468J | Pre-Student Teaching Experience II: Secondary Science I | 2 |
| C I 468K | Pre-Student Teaching Experience II: Secondary Science II | 2 |
| C I 417J | Student Teaching: Earth Sciences | arr † |
| † Arranged with instructor. | ||
Required content courses are:
| GEOL 100 | The Earth | 3 |
| GEOL 100L | The Earth: Laboratory | 1 |
| GEOL 102 | History of the Earth | 3 |
| GEOL 102L | History of the Earth: Laboratory | 1 |
| GEOL 302 | Summer Field Studies | 6 |
| GEOL 315 | Mineralogy and Earth Materials | 3 |
| GEOL 315L | Laboratory in Mineralogy and Earth Materials | 1 |
| GEOL 316 | Optical Mineralogy | 2 |
| GEOL 356 | Structural Geology | 5 |
| GEOL 365 | Igneous and Metamorphic Petrology | 3 |
| GEOL 368 | Sedimentology and Stratigraphy | 4 |
| Geology elective | 3 | |
| MTEOR 206 | Introduction to Weather and Climate | 3 |
| ASTRO 120 | The Sky and the Solar System | 3 |
| ASTRO 150 | Stars, Galaxies, and Cosmology | 3 |
| CHEM 177 | General Chemistry I | 4 |
| CHEM 177L | Laboratory in General Chemistry I | 1 |
| CHEM 178 | General Chemistry II | 3 |
| CHEM 178L | Laboratory in College Chemistry II | 1 |
| PHYS 111 | General Physics | 5 |
| PHYS 112 | General Physics | 5 |
| One of the following: | ||
| MATH 151 | Calculus for Business and Social Sciences | 3 |
| MATH 160 | Survey of Calculus | 4 |
| MATH 165 | Calculus I | 4 |
| MATH 181 | Calculus and Mathematical Modeling for the Life Sciences I | 4 |
| One of the following: | ||
| STAT 101 | Principles of Statistics | 4 |
| STAT 104 | Introduction to Statistics | 3 |
| COM S 107 | Applied Computer Programming | 3 |
| Biology course | 3 | |
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 100 | The Earth | 3 |
| GEOL 100L | The Earth: Laboratory | 1 |
| GEOL 102 | History of the Earth | 3 |
| GEOL 102L | History of the Earth: Laboratory | 1 |
| MTEOR 206 | Introduction to Weather and Climate | 3 |
| ASTRO 120 | The Sky and the Solar System | 3 |
| ASTRO 150 | Stars, Galaxies, and Cosmology | 3 |
| 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 100 | The Earth | 3 |
| GEOL 100L | The Earth: Laboratory | 1 |
| GEOL 102 | History of the Earth | 3 |
| GEOL 102L | History of the Earth: Laboratory | 1 |
| MTEOR 206 | Introduction to Weather and Climate | 3 |
| ASTRO 120 | The Sky and the Solar System | 3 |
| ASTRO 150 | Stars, Galaxies, and Cosmology | 3 |
| 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 280A | Pre-Student Teaching Experience I: Core Experience | 1-2 |
| C I 395 | Teaching Reading in Middle and Secondary Schools | 3 |
| ENGL 396 | Teaching the Reading of Young Adult Literature | 3 |
| ENGL 397 | Practice and Theory of Teaching Writing in the Secondary Schools | 3 |
| ENGL 494 | Practice and Theory of Teaching Literature in the Secondary Schools | 3 |
| ENGL 417E | Student Teaching: English and Literature | arr † |
| † 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 302 | Business Communication | 3 |
| ENGL 303 | Free-Lance Writing for Popular Magazines | 3 |
| ENGL 304 | Creative Writing: Fiction | 3 |
| ENGL 305 | Creative Writing: Nonfiction | 3 |
| ENGL 306 | Creative Writing: Poetry | 3 |
| ENGL 309 | Report and Proposal Writing | 3 |
| ENGL 314 | Technical Communication | 3 |
| ENGL 315 | Creative Writing: Screenplays | 3 |
| ENGL 316 | Creative Writing: Playwriting | 3 |
| Rhetoric (one of the following): | ||
| ENGL 310 | Rhetorical Analysis | 3 |
| ENGL 339 | Literary Theory and Criticism | 3 |
| Speech Communication course at the 300 or 400 level | 3 | |
| Language | ||
| ENGL 220 | Descriptive English Grammar | 3 |
| Literature | ||
| ENGL 225 | Survey of British Literature to 1800 | 3 |
| ENGL 226 | Survey of British Literature since 1800 | 3 |
| ENGL 227 | Survey of American Literature to 1865 | 3 |
| ENGL 228 | Survey of American Literature since 1865 | 3 |
| ENGL 260 | Introduction to Literary Study | 3 |
| ENGL 340 | Women's Literature | 3 |
| ENGL 353 | World Literature: Western Foundations through Renaissance | 3 |
| or | ||
| World Literature: Seventeenth Century to the Present | ||
| English Education | ||
| C I 395 | Teaching Reading in Middle and Secondary Schools | 3 |
| ENGL 396 | Teaching the Reading of Young Adult Literature | 3 |
| ENGL 397 & C I 280A | Practice and Theory of Teaching Writing in the Secondary Schools and Pre-Student Teaching Experience I: Core Experience | 4-5 |
| ENGL 494 & C I 280A | Practice and Theory of Teaching Literature in the Secondary Schools and Pre-Student Teaching Experience I: Core Experience | 4-5 |
| SP ED 401 | Teaching Secondary Students with Exceptionalities in General Education | 3 |
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 306 | Educational Principles for Family and Consumer Sciences | 4 |
| FCEDS 206 | Professional Roles in Family and Consumer Sciences | 2 |
| FCEDS 418 | Occupational, Career and Technical Programs | 3 |
| FCEDS 413 | Planning and Assessment for Family and Consumer Sciences and Family Life Education | 4 |
| FCEDS 417A | Supervised Teaching in Family and Consumer Sciences: Vocational family and consumer sciences. | 3-8 |
| FCEDS 417B | Supervised Teaching in Family and Consumer Sciences: Family and consumer sciences. | 3-8 |
| FCEDS 480A | Pre-Student Teaching Experience in FCS Education: Practicum in FCS Labs (24 hours) | 1 |
| FCEDS 480B | Pre-Student Teaching Experience in FCS Education: Practicum in Diverse Settings (24 hours) | 1 |
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 375 | Teaching-Learning Process in Health Education | 3 |
| H S 417 | Supervised Teaching in Health Education in the Secondary School | 12 |
Required content courses are:
| KIN 258 | Physical Fitness and Conditioning | 2 |
| H S 105 | First Aid and Emergency Care | 2 |
| H S 110 | Personal and Consumer Health | 3 |
| H S 215 | Drug Education | 3 |
| H S 305 | Instructor's First Aid and Cardio-pulmonary Resuscitation | 2 |
| H S 310 | Community and Public Health | 3 |
| H S 350 | Human Diseases | 3 |
| H S 390 | Administration of the School Health Program | 3 |
| FS HN 167 | Introduction to Human Nutrition | 3 |
| HD FS 276 | Human Sexuality | 3 |
| HD FS 373 | Death as a Part of Living | 3 |
| or HD FS 377 | Aging and the Family | |
| BIOL 155 | Human Biology | 3 |
| or BIOL 255 | Fundamentals of Human Anatomy | |
| BIOL 255L | Fundamentals of Human Anatomy Laboratory | 1 |
| BIOL 256 | Fundamentals of Human Physiology | 3 |
| BIOL 256L | Fundamentals of Human Physiology Laboratory | 1 |
Students seeking approval for health education as an additional endorsement area must earn credits in the following courses:
| FS HN 167 | Introduction to Human Nutrition | 3 |
| HD FS 276 | Human Sexuality | 3 |
| H S 110 | Personal and Consumer Health | 3 |
| H S 215 | Drug Education | 3 |
| H S 305 | Instructor's First Aid and Cardio-pulmonary Resuscitation | 2 |
| H S 310 | Community and Public Health | 3 |
| H S 350 | Human Diseases | 3 |
| H S 375 | Teaching-Learning Process in Health Education | 3 |
| H S 390 | Administration of the School Health Program | 3 |
| or BIOL 255 | Fundamentals of Human Anatomy | |
| BIOL 155 | Human Biology | 3 |
| or BIOL 255 | Fundamentals of Human Anatomy | |
| BIOL 255L | Fundamentals of Human Anatomy Laboratory | 1 |
| BIOL 256 | Fundamentals of Human Physiology | 3 |
| BIOL 256L | Fundamentals of Human Physiology Laboratory | 1 |
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 219 | Orientation to Teacher Education: Math, Science, FCS Education, and History/Social Science Majors | 1 |
| C I 280A | Pre-Student Teaching Experience I: Core Experience | 1-2 |
| C I 280L | Pre-Student Teaching Experience I: Secondary Education | 0.5 |
| C I 480C | Pre-Student Teaching Experience III: Mathematics | 0.5-2 |
| C I 497 | Teaching Secondary School Mathematics | 3 |
| C I 417C | Student Teaching: Mathematics | arr † |
| † Arranged with instructor. | ||
Required content courses are:
| MATH 165 | Calculus I | 4 |
| MATH 166 | Calculus II | 4 |
| MATH 201 | Introduction to Proofs | 3 |
| MATH 265 | Calculus III | 4 |
| MATH 266 | Elementary Differential Equations | 3 |
| or MATH 267 | Elementary Differential Equations and Laplace Transforms | |
| MATH 301 | Abstract Algebra I | 3 |
| MATH 317 | Theory of Linear Algebra | 4 |
| MATH 341 | Introduction to the Theory of Probability and Statistics I | 3 |
| MATH 397 | Teaching Secondary Mathematics Using University Mathematics | 3 |
| MATH 435 | Geometry I | 3 |
| MATH 436 | Geometry II | 3 |
| STAT 101 | Principles of Statistics | 4 |
| One of the following: | ||
| COM S 107 | Applied Computer Programming | 3 |
| COM S 207 | Fundamentals of Computer Programming | 3 |
| COM S 227 | Introduction to Object-oriented Programming | 4 |
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 165 | Calculus I | 4 |
| MATH 166 | Calculus II | 4 |
| MATH 201 | Introduction to Proofs | 3 |
| MATH 301 | Abstract Algebra I | 3 |
| MATH 317 | Theory of Linear Algebra | 4 |
| MATH 341 | Introduction to the Theory of Probability and Statistics I | 3 |
| MATH 397 | Teaching Secondary Mathematics Using University Mathematics | 3 |
| MATH 435 | Geometry I | 3 |
| MATH 436 | Geometry II | 3 |
| STAT 101 | Principles of Statistics | 4 |
| C I 480C | Pre-Student Teaching Experience III: Mathematics | 0.5-2 |
| C I 497 | Teaching Secondary School Mathematics | 3 |
| One of the following: | ||
| COM S 107 | Applied Computer Programming | 3 |
| COM S 207 | Fundamentals of Computer Programming | 3 |
| COM S 227 | Introduction to Object-oriented Programming | 4 |
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 248 | Technology in Music Instruction | 2 |
| MUSIC 266 | Introduction to Music Education | 2 |
| MUSIC 366 | Methods of Music Education | 2 |
| One of the following: | ||
| MUSIC 367 | Choral Literature | 2 |
| MUSIC 368 | Marching Band and Jazz Ensemble Techniques | 2 |
| MUSIC 417R | Student Teaching: Music-Elementary | arr † |
| MUSIC 417S | Student Teaching: Music-Secondary | arr † |
| MUSIC 464 | Instrumental Administration, Materials, and Methods | 2 |
| MUSIC 465 | Choral Materials and Methods | 2 |
| MUSIC 490A | Independent Study: Education | arr † |
| † 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 280 | Directed Field Experience in Elementary Physical Education | 1 |
| KIN 281 | Directed Field Experience in Secondary Physical Education | 1 |
| KIN 312 | Movement Education in Elementary School Physical Education | 3 |
| KIN 313 | Teaching Secondary Physical Education | 3 |
| KIN 395 | Adapted Physical Education | 3 |
| KIN 418 | Supervised Teaching in Physical Education in the Elementary School | 8 |
| KIN 417 | Supervised Teaching in Physical Education in the Secondary School | arr † |
| KIN 471 | Measurement in Physical Education | 3 |
| KIN 475 | Physical Education Curriculum Design and Program Organization | 3 |
| † 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 280M | Pre-Student Teaching Experience I: Secondary Science | 1-2 |
| C I 347 | Nature of Science | 3 |
| C I 417B | Student Teaching: Physical Sciences | arr † |
| C I 418 | Secondary Science Methods I: A Research-Based Framework for Teaching Science | 2 |
| C I 419 | Secondary Science Methods II | 2 |
| C I 468J | Pre-Student Teaching Experience II: Secondary Science I | 2 |
| C I 468K | Pre-Student Teaching Experience II: Secondary Science II | 2 |
| † Arranged with instructor. | ||
Required content courses:
| PHYS 221 | Introduction to Classical Physics I | 5 |
| PHYS 222 | Introduction to Classical Physics II | 5 |
| PHYS 311T | Intermediate Laboratory for Secondary Physics Teachers | 3 |
| PHYS 399 | Seminar on Secondary School Physics | 1-2 |
| PHYS 321 | Introduction to Modern Physics I | 3 |
| 12 credits from the following: | ||
| PHYS 302 | The Challenge of Contemporary Physics | 3 |
| PHYS 304 | Thermal Physics | 3 |
| PHYS 306 | Physics of Wave Motion | 3 |
| PHYS 310 | Electronic Instrumentation for Experimental Physics | 4 |
| PHYS 321 | Introduction to Modern Physics I | 3 |
| PHYS 321L | Introductory Laboratory in Modern Physics I | 1 |
| PHYS 322 | Introduction to Modern Physics II | 3 |
| PHYS 322L | Introductory Laboratory in Modern Physics II | 1 |
| PHYS 361 | Classical Mechanics | 3 |
| PHYS 362 | Intermediate Mechanics | 3 |
| PHYS 364 | Electricity and Magnetism I | 3 |
| PHYS 365 | Electricity and Magnetism II | 3 |
| PHYS 496 | Modern Optics | 3 |
| ASTRO 342 | Introduction to Solar System Astronomy | 3 |
| ASTRO 344L | Astronomy Laboratory | 3 |
| ASTRO 346 | Introduction to Astrophysics | 3 |
| CHEM 324 | Introductory Quantum Mechanics | 3 |
| CHEM 325 | Chemical Thermodynamics | 3 |
| E E 201 | Electric Circuits | 4 |
| E E 230 | Electronic Circuits and Systems | 4 |
| E M 274 | Statics of Engineering | 3 |
| E M 345 | Dynamics | 3 |
| E M 378 | Mechanics of Fluids | 3 |
| M E 231 | Engineering Thermodynamics I | 3 |
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 221 | Introduction to Classical Physics I | 5 |
| PHYS 222 | Introduction to Classical Physics II | 5 |
| PHYS 311T | Intermediate Laboratory for Secondary Physics Teachers | 3 |
| PHYS 321 | Introduction to Modern Physics I | 3 |
| PHYS 321L | Introductory Laboratory in Modern Physics I | 1 |
| Seminar on Secondary Scholl Physics | 2 | |
or
| PHYS 111 | General Physics | 5 |
| PHYS 112 | General Physics | 5 |
| PHYS 302 | The Challenge of Contemporary Physics | 3 |
| PHYS 311T | Intermediate Laboratory for Secondary Physics Teachers | 3 |
| Seminar on Secondary School Physics | 2 | |
| PHYS 399 | Seminar on Secondary School Physics | 1-2 |
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 302 | The Challenge of Contemporary Physics | 3 |
| PHYS 304 | Thermal Physics | 3 |
| PHYS 306 | Physics of Wave Motion | 3 |
| PHYS 310 | Electronic Instrumentation for Experimental Physics | 4 |
| PHYS 321 | Introduction to Modern Physics I | 3 |
| PHYS 321L | Introductory Laboratory in Modern Physics I | 1 |
| PHYS 322 | Introduction to Modern Physics II | 3 |
| PHYS 322L | Introductory Laboratory in Modern Physics II | 1 |
| ASTRO 342 | Introduction to Solar System Astronomy | 3 |
| ASTRO 344L | Astronomy Laboratory | 3 |
| ASTRO 346 | Introduction to Astrophysics | 3 |
| CHEM 324 | Introductory Quantum Mechanics | 3 |
| CHEM 325 | Chemical Thermodynamics | 3 |
| E E 442 | Introduction to Circuits and Instruments | 2 |
| E M 274 | Statics of Engineering | 3 |
| E M 345 | Dynamics | 3 |
| E M 378 | Mechanics of Fluids | 3 |
| M E 332 | Engineering Thermodynamics II | 3 |
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 280A | Pre-Student Teaching Experience I: Core Experience | 1-2 |
| C I 280L | Pre-Student Teaching Experience I: Secondary Education | 0.5 |
| WLC 417G | Student Teaching: World Language | arr † |
| WLC 487 | Methods in Secondary School World Language Instruction | 3 |
| † 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 155 | Human Biology | 3 |
| PSYCH 230 | Developmental Psychology | 3 |
| A TR 220 | Basic Athletic Training | 2 |
| KIN 315 | Coaching Theory and Administrative Issues | 3 |
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 219 | Introduction to Linguistics | 3 |
| or ENGL 511 | Introduction to Linguistic Analysis | |
| ENGL 220 | Descriptive English Grammar | 3 |
| ENGL 425 | Second Language Learning and Teaching | 3 |
| or ENGL 512 | Second Language Acquisition | |
| ENGL 514 | Sociolinguistics | 3 |
| 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 588 | Supervised Practice Teaching in Teaching English as a Second Language | 3 |
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 211 | Principles of Biology I | 3 |
| BIOL 211L | Principles of Biology Laboratory I | 1 |
| BIOL 212 | Principles of Biology II | 3 |
| BIOL 212L | Principles of Biology Laboratory II | 1 |
| CHEM 177 | General Chemistry I | 4 |
| CHEM 177L | Laboratory in General Chemistry I | 1 |
| CHEM 178 | General Chemistry II | 3 |
| CHEM 178L | Laboratory in College Chemistry II | 1 |
| CHEM 231 | Elementary Organic Chemistry | 3 |
| CHEM 231L | Laboratory in Elementary Organic Chemistry | 1 |
| GEOL 100 | The Earth | 3 |
| GEOL 100L & PHYS 112 | The Earth: Laboratory and General Physics | 6 |
| PHYS 111 | General Physics | 5 |
| or | ||
| PHYS 221 & PHYS 222 | Introduction to Classical Physics I and Introduction to Classical Physics II | 10 |
| One of the following: | ||
| MATH 151 | Calculus for Business and Social Sciences | 3 |
| MATH 160 | Survey of Calculus | 4 |
| MATH 165 | Calculus I | 4 |
| MATH 181 | Calculus and Mathematical Modeling for the Life Sciences I | 4 |
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 395 | Teaching Reading in Middle and Secondary Schools | 3 |
| or C I 551 | Foundations of Reading and Language Arts | |
| C I 494 | Practice and Theory of Teaching Literature in the Secondary Schools | 3 |
| Practicum | ||
| C I 588 | Supervised Tutoring in Reading | 3 |
| Language Development | ||
| ENGL 219 | Introduction to Linguistics | 3 |
| or ENGL 511 | Introduction to Linguistic Analysis | |
| Reading Assessment and Oral Communication | ||
| C I 452 | Corrective Reading | 3 |
| Written Communication | ||
| C I 395 | Teaching Reading in Middle and Secondary Schools | 3 |
| ENGL 397 | Practice and Theory of Teaching Writing in the Secondary Schools | 3 |
| Adolescent Nonfiction and Fiction | ||
| ENGL 396 | Teaching the Reading of Young Adult Literature | 3 |
| or C I 554 | Reading and Responding to Children's Literature | |
| Reading Instrumental Strategies | ||
| C I 456 | Integrating Technology into the Reading and Language Arts Curriculum | 3 |
| 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 110 | Listening | 3 |
| or COMST 102 | Introduction to Interpersonal Communication | |
| SP CM 212 | Fundamentals of Public Speaking | 3 |
| SP CM 313 | Communication in Classrooms and Workshops | 3 |
| SP CM 322 | Argumentation, Debate, and Critical Thinking | 3 |
| SP CM 412 | Rhetorical Criticism | 3 |
| SP CM 495A | Independent Study: Directing Speech Activities | 1 |
| SP CM 495B | Independent Study: Teaching Speech | 3 |
| THTRE 255 | Introduction to Theatrical Production | 4 |
| THTRE 358 | Oral Interpretation | 3 |
| THTRE 360 | Stagecraft | 4 |
| THTRE 455 | Directing I | 3 |
| THTRE 357 | Stage Make-up | 2 |
| JL MC 101 | Mass Media and Society | 3 |
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.
