Teacher Education

David Whaley, Associate Dean for Teacher Education

Teacher Education Faculty: Geoff Abelson (C I), Linda Quinn Allen (WLC), Thomas Andre (C I), Alex Andreotti (C I), Leslie Bloom (C I), Jackie Blount (C I), Warren Blumenfield (C I), Mary Jane Brotherson (HD FS), Katherine Richardson Bruna (C I), Barabara Caldwell (Art), Patricia Carlson (C I), Mike Clough (C I), Karen Colbert (HD FS), Ana Correia (C I), Sedahlia Crase (HD FS), Nicola E. Davis (C I), Corey Drake (C I), Dianne Draper (HD FS), Joey Eisenmann (HHP), Levon Esters (AgEds), Jenny Fickbohm (Art), Anne Foegen (C I), Carol Fuhler (C I), Yvonne Gentzler (AESHM), Michael Golemo (Music), James Hannon (Music), Connie Hargrave (C I), Cheryl Hausafus (AESHM), Sue Hegland (HD FS), Beth Herbel-Eisenmann (C I), Kere Hughes (HD FS), Leah Keino (AESHM), Beverly Kruempel (AESHM), Patricia Leigh (C I), John Levis (Engl), Gayle Luze (HD FS), Robert Martin (AgEds), James McShay (C I ), Donna Merkley (C I), Greg Miller (AgEds), Wade Miller (AgEds), Sylvia Munsen (Music), Lonna Murphy (HD FS), Donna Niday (Engl), Dale Niederhauser (C I), Lori Norton-Meier (C I), Joanne Olson (C I), David Owen (C I), Carla Peterson (HD FS), Carol Phillips (HD FS), Gary Phye (C I), Connie Ringlee (Engl), Marcia Rosenbusch (C I), Elizabeth Schabel (Engl), Kevin Schilling (Music), Denise Schmidt (C I), Jennifer Seymour (C I), Carl Smith (C I), Katherine Thomas (HHP), Ann Thompson (C I), Margaret Torrie (HD FS), Robert Tremmel (Engl), Michael Tremmel (Engl), Roberta Vann (Engl)

The mission of the University Teacher Education Program at Iowa State University 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.)

The Teacher Education Program at Iowa State University is a shared responsibility that spans four 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 the University Teacher Education Program and be recommended by their department, college, and the ISU recommending official.

An undergraduate 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 sixteen undergraduate licensure areas offered at Iowa State University. These areas and their corresponding grade levels are listed below:
Early Childhood Education (birth-grade 3)
Elementary Education (grades K-6)
Agricultural Education (grades 7-12)
Biology (grades 7-12)
Chemistry (grades 7-12)
Earth Science (grades 7-12)
English (grades 7-12)
Family and Consumer Sciences (grades 7-12)
Health Education (grades 7-12)
History-Social Studies (grades 7-12)
Mathematics (grades 7-12)
Music (grades K-12)
Physical Education (grades K-12)
Physics (grades 7-12)
Physical Science (grades 7-12)
World Languages and Cultures (grades 7-12)

Students must fulfill the requirements for one of the licensure areas listed above to add any of the following endorsements:

Coaching Interscholastic Athletics (grades K-12)
English as a Second Language (grades K-12)
General Science (grades 7-12)
Instructional Strategist I: Mild/Moderate Disabilites (grades K-6)
Reading (grades K-6 or 7-12)
Speech Communication (grades 7-12)

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.

Currently, there are five graduate initial 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 Curriclum 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 Administration as PK-12 school principals or PK-12 superintendents. (See Educational Administration in Courses and Programs section of this catalog.)

The State of Iowa requires all teacher preparation programs to assess students' teaching and content competencies. In order to be recommended for a teaching license, all students must have demonstrated satisfactory performance across these designated competencies, as defined by their specific licensure area. (See the licensure area coordinator for more information.) Iowa State University uses the same competency standards that are used to evaluate teachers. The eight standards and forty-two criteria are listed below:

Standard 1
Demonstrates ability to enhance academic performance and support for implementation of the school district student achievement goals.

The teacher:
a. Provides evidence of student learning 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. Demontrates 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.

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.

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 (see approved list)
3 Mathematics (see approved list)
9 Social Sciences
6 Humanities
9 Communication Skills
0.5 Library Skills (Lib 160)

33.5 Total

The above requirements must include:
Engl 150 and 250, or equivalent
One course that develops interpersonal or group presentation skills (see approved list.)
HD FS 102 or Psych 230
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 teaching 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, 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 coordinator for more information.)

Field Experience Requirement
All students must satisfactorily complete a minimum of 50 hours of pre-student teaching laboratory experience. This requirement may be met through a pre-student teaching course (e.g., C I 280, C I 480, C I 580) or, in certain endorsement areas, a course designated to provide an equivalent experience.

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:

Cr.
3 C I 201-Instructional Technology for Grades PK-6
3 C I 204-Social Foundations of American Education
2 C I 245 -Strategies in Teaching
1 C I 268 -Strategies Practicum
3 C I 332 -- Educational Psychology of Young Learners
3 C I 406-Multicultural Education
3 Sp Ed 250-Education of the Exceptional Learner in a Diverse Society
12-16 Student teaching (16 weeks)

Secondary Education and K-12:

Cr.
3 C I 202-Instructional Technology for Grades 7-12
3 C I 204-Social Foundations of American Education
3 C I 333 -- Educational Psychology
3 C I 406-Multicultural Education
3 Sp Ed 450 -Teaching Secondary Students with Exceptionalities in General Education Classrooms

2-16 Student teaching (minimum 12 weeks) (See coordinator for more information).
Students in K-12 licensure areas and secondary education (grades 7-12) licensure areas must also complete the course listed below unless the student's licensure area has an approved equivalent. (See coordinator for more information).

Cr.
3 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 educaiton requirements listed above through course work or examination.

Master's Students
As part of the total educational program, the prospective teacher 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.)

Cr.
3 Sp Ed 501-Teaching Students with Exceptionalities in General Education
3 C I 505 -Introduction to Using Technology in Learning and Teaching
3 HPC 504-Studies in the Foundations of American Education
3 C I 506-Multicultural Education in Curriculum Development and Instruction
3 C I 526-Principles of Secondary Education
3 C I 529-Educational Psychology in the Secondary Classroom
12-16 Student teaching (minimum 12 weeks) (See coordinator for more information).

A student seeking admission to the University Teacher Education Program must be accepted by a selection committee for the specific licensure area which the student seeks to enter. Factors considered in evaluating applications include scholarship, interest in teaching, character, interpersonal skills, and physical and mental health. Recommendations by selection committees must be confirmed by the University Teacher Education Program Committee 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 the University Teacher Education Program 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 the University Teacher Education Program as an undergraduate:

1. A minimum 2.5 cumulative grade point average. (Some licensure areas may require a higher cumulative grade point average.)

2. One of the following:

-Minimum ACT composite of 19.
-Minimum SAT I composite score of 910
-High school rank above the 49th percentile.

3. 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.) Some licensure areas may require higher Praxis I scores.

OR

A composite Collegiate Assessment of Academic Proficiency (CAAP) score of 173, with minimum scores of 50 for reading, 53 for writing, and 52 for mathematics.

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

4. Documented completion of ISU approved 10 hours of pre-student teaching field experience.

5. A report from a criminal background check initiated by ISU's recommending official.

Requirements for full admission to the University Teacher Education Program 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. (Some licensure areas may require a higher cumulative grade point average.)

2. One of the following:

-Minimum GRE scores (400 on each of the Verbal and Quantitative sections.) Some licensure areas may require higher GRE scores. (See coordinator for more information).

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.

OR

-A composite Collegiate Assessment of Academic Proficiency (CAAP) score of 173, with minimum scores of 50 for reading, 53 for writing, and 52 for 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 field experience.

4. A report from a criminal background check initiated by ISU's recommending official.

Requirements for full admission to the University Teacher Education Program as a Master's student:

1. Full admission to an appropriate Master's degree program.

2. Minimum GRE scores (400 on each of the Verbal and Quantitative sections). Some licensure areas may require higher GRE scores. (See coordinator for more information).

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

4. A report from a criminal background check initiated by ISU's recommending official.

Students who do not meet the requirements for admission to the University Teacher Education Program may choose to appeal to the University Teacher Education Program Committee. The description of the appeals process is available online: www. teacher.hs.iastate.edu.

Standards Assessments: 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 licensure area coordinator.) Students' progress is monitored throughout the program. Standards are assessed multiple times and students are allowed no more than two "marginally acceptable" marks and no "unacceptable" marks on all standards assessments. More information is available online: www.teacher.hs.iastate.edu .

GPA: All students admitted to the University Teacher Education Program must maintain a minimum of a 2.5 cumulative grade point average through completion of their licensure requirements. A students who falls below a 2.5 cumulative grade point average is dropped from the University Teacher Education Program. Graduate programs require students to maintain a higher 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 licensure area coordinator for more information).

Student teaching is the culminating experience to the University Teacher Education Program at Iowa State University. To ensure that students are prepared for this experience, the following requirements must be met prior to student teaching:

1. Full admission to the University Teacher Education Program at the time of application for student teaching. 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 the deadline in the spring semester for fall student teaching. Details regarding this application are available in the Field Experience Office.

3. A passing grade as determined by the licensure area must have been earned in all required professional teacher education courses (See the Professional Teacher Education Requirement) and selected courses in the student's licensure area.

The Iowa Board of Educational Examiners issues teaching licenses that are valid for specific ages or grades (e.g., K-6 for elementary teachers and 7-12 for secondary teachers). Endorsements on a teaching license indicate which subject areas a teacher is qualified to teach. 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 of an approved licensure area, including the general education requirement and professional teacher education requirement listed above. Note: Specific courses to be used for licensure may not be taken pass/not pass.

2. Additional requirements as designated by the State of Iowa that include, but are not limited to, a special education component and 50 hours of pre-student teaching field experience, 40 of which are to be taken after admission to the University Teacher Education Program.

3. A minimum ISU cumulative grade point average of 2.50 or higher through graduation (or completion of the University Teacher Education Program). (Some licensure areas may require a higher cumulative grade point average.)

4. A minimum grade of C (not C-) must be earned in student teaching to be recommended for licensure.

5. 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.

Certain competencies are required of those who would teach at the early childhood or the elementary level. Those preparing to teach at the secondary level must develop a depth of understanding in one or more subject matter areas. 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 consult with the appropriate individual. Specific requirements for each licensure area are described below.

The Agricultural Education and Studies Department is responsible for preparing Agricultural Education teachers for grades 7-12.

Coordinator: Levon Esters

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

Required professional courses are AgEds 211A, 310, 401, 402, 416, and 417.

Required content courses are: Agron 114 and 154; An S 114 and 114L and one An S elective (3 cr.); TSM 270; Hort 221; Econ 101, 235 and 330; Acct 284; 6 credits in courses 300 level or above to be chosen from TSM, An S, Agron, Ag Econ, or Hort.

The Biology Program and the Curriculum and Instruction Department share the responsibility of preparing Biology teachers for grades 7-12. Coordinator: James Colbert

Required professional courses are: C I 280M, C I 347, C I 418, C I 419, C I 468J, C I 468K and C I/LAS 417D.

Required content courses are: Biol 211, 211L, 212, 212L, 312, 313, 313L, 314, 314L, 315. Biol 366 or 330, or 454. Biol 335 or BMS 329, Micro 302.

Additional courses to obtain a total of 17 credits at the 300 level or above in a basic biological science. Supporting coursework must include 13 credits in chemistry, 8 in physics, and 6 in mathematics.

The Chemistry Department and the Curriculum and Instruction Department share the responsibility of preparing Chemistry teachers for grades 7-12.

Coordinator: Thomas Greenbowe

Required professional courses are C I 280M, C I 347, C I 418, C I 419, C I 468J, C I 468K, and C I 417B.

Required content courses are: Chem 177, 177L, 178, 178L, 211, 211L, 301, 316, 316L, 324, 325, 321L or 322L, 331, 331L, 332, 332L; Phys 221, 222 or Phys 111, 112; Math 165, 166; a minimum of one course in Biol is required; Biol 211 and 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, 177L, 178, 178L, 211, 211L, 331, 331L, 332, 332L or Chem 163, 163L, 164, 164L, 211, 211L, 231, 231L.

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, 316L, 324, 325, 322L or BBMB 301, 311, 451.

The Curriculum and Instruction Department and the Human Development and Family Studies Department in the College of Human Sciences share the responsibility for preparing teachers to work with children from birth to grade three.

Coordinator: Susan Hegland

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

The Geological and Atmospheric Sciences Department and the Curriculum and Instruction Department share the responsibility of preparing Earth Science teachers for grades 7-12.

Coordinator: Kenneth Windom

Required professional courses are: C I 280M, 347, 418, 419, 468J, 468K, C I 417J.

Required content courses are: Geol 100, 100L, 102, 102L, 302, 311, 356, 365, 368 and a three credit geology elective; Mteor 206; Astro 120, 150; Chem 163, 163L, 164, 164L or 177, 177L, 178, 178L; Phys 111, 112; Math 151 or 160 or 165 or 181; Stat 101 or 104 or Com S 107; and one three credit biology course.

Students with an endorsement in a natural science who seek approval to teach earth sciences as an additional subject area must earn credits in the following courses: Geol 100, 100L, 102, 102L, Mteor 206, Astro 120, Astro 150, and at least 3 credits at the 300-level or higher.

Students with no other natural science endorsement, but who seek endorsement in this area, must take Geol 100, 100L, 102, 102L, Mteor 206, Astro 120, Astro 150, plus any additional credits to produce a total of 24, at least 3 credits at the 300-level or higher. See licensure area coordinator for approval prior to taking courses.

The English Department prepares English teachers for grades 7-12.

Coordinator: Robert Tremmel

Required professional courses are: C I 280A, 395; Engl 396, 397, 417, and 494.

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:

3 Advanced writing (selected from 302, 303, 304, 305, 306, 307, 309, 313, 314, 315, 316)
9 English Studies: 220, 260, and 310
3 British literature (selected from 370, 373, 374, 375, 376, 378)
6 American literature (selected from 360, 362, 364)
3 Any literature course
3 World, women's, or multicultural literature (selected from 340, 344, 345, 346, 347, 349, 353, 354);
19 English education 396; 397 (C I 280 for 2 cr. must be taken concurrently with 397), 494 (C I 280 for 2 cr. and Sp Ed 450 must be taken concurrently with 494); C I 395

English Education students must earn grades of C or better in all English, English Education, and Professional Core courses.

The Curriculum and Instruction Department in the College of Human Sciences is responsible for preparing elementary (K-6) teachers.

Coordinator: Thomas Andre

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.

The Family and Consumer Sciences Program in the Department of Apparel, Educational Studies and Hospitality Management prepares Family and Consumer Sciences teachers for grades 7-12.

Coordinator: Leah Keino

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

Required professional courses are: FCEdS 206, 306, 318, 403, 413, 417A, and 417B.

Required content courses are: HD FS 102; 220 or 221 or 223 or 226; 276, 349, 283, 341 or 483 or 488; FS HN 111 and 167; T C 121 or 131 or 165 or 204; HD FS 239 or T C 342.

The Health and Human Performance Department prepares Health teachers for grades 7-12.

Coordinator: Frank Schabel

Required professional courses are: H S 375 and 417.

Required content courses are: HHP 258; H S 105, 110, 215, 305, 310, 350, 390; FS HN 167; HD FS 276, 373 or 377; Biol 255, 255L.

Students seeking approval for health education as an additional endorsement area must earn credits in the following courses: FS HN 167, HD FS 276, H S 110, 215, 305, 310, 350, 375, 390; Biol 255, 255L.

The Curriculum and Instruction Department prepares History-Social Studies teachers for grades 7-12.

Contact Curriculum and Instruction Department for specific information.

The Mathematics Department and the Curriculum and Instruction Department share responsibility for the preparation of Mathematics teachers for grades 7-12.

Coordinator: Alex Andreotti

For specific content area course requirements, contact Curriculum and Instruction Advising Office. Required professional courses are: C I 417C, 480C, and 497.

Required content courses are: Math 165, 166, 201, 265, 266 or 267, 297, 301, 317, 341, 435, 436, 489, Com S 107 or 207 or 227.

Students wishing to add mathematics as an additional endorsement area or as a non-mathematics major seeking a license to teach mathematics must take the following: Math 165, 166, 201, 297, 301, 341, 317, 489, Com S 107 or 207 or 227 and C I 497.

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

Coordinator: Sylvia Munsen

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

Required professional courses are: Music 248, 266, 366, 367, or 368 or 369, 464, or 465, 466, Music/C I 417K and 417L, Music/C I 480K.

Required content courses are: see Curriculum, in Music.

The Health and Human Performance Department prepares Physical Education teachers for grades K-12.

Coordinator: Katherine Thomas

For specific content area course requirements, see Curriculum, Health and Human Performance.

Required professional courses are: HHP 280, 281, 312, 355, 358, 365 or 366, 372, 375, 395, 417, 418, 470, 475.

Required content courses are: see Curriculum, Health and Human Performance.

The Physics and Astronomy Department and the Curriculum and Instruction Department share the responsibility for preparing Physics teachers for grades 7-12.

Coordinator: Kerry Whisnant

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

Required professional courses are: C I 280M, 347, 418, 419, 468J, 468K, 417B.

Required content courses are: Phys 221, 222, 311T, 399, 321. Select 12 credits from the following: Phys 302, 304, 306, 310, 321, 321L, 322, 322L, 361, 364, 365, 496; Astro 342, 344L, 346; Chem 324, 325, E E 201, 230; E M 274, 345, 378; M E 330, 231.

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, 222, 311T, 321, 321L, 399 (2 cr.), OR Phys 111, 112, 302, 311T, 399 (2 cr.)

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 221, 222, 302, 304, 306, 310, 321, 321L, 322, 322L; Astro 342, 344L, 346; Chem 321, 324, 325; E E 441; E M 274, 345, 378; M E 330, 332.

The Physics and Astronomy Department and the Curriculum and Instruction Department share the responsibility for preparing Physical Science teachers for grades 7-12.

Coordinators: Thomas Greenbowe, Kerry Whisnant

Required professional courses are: C I 280M, 347, 418, 419, 468J, 468K, 417B.

Required content courses are: Phys 111, 112 or Phys 221, 222; Chem 163, 163L, 231, 231L; Astro 120, 150 or 342, 346; Geol 100, 100L; Mteor 206; Math 151 or 160 or 165 or 181; one course in biology; one additional course numbered 300 and above in astronomy and astrophysics, chemistry, meteorology, physics, or geology.

Students with an endorsement in a natural science who seek approval to teach physical science as an additional area must earn credis in the courses listed below. Students with no other science endorsement, but who seek an additional endorsement in this area, must take the listed courses plus additional credits in the area to total at least 24. See coordinator for approval prior to taking additional courses.

Astro 120 or 150 or 342 or 346
Chem 163, 163L
Geol 100, 100L
Mteor 206
Phys 111, 112; or 221, 222

The World Languages and Cultures Department prepares World Language teachers for grades 7-12.

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

Coordinator: Linda Quinn Allen

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

Required professional courses are: C I 280L, WLC/C I 480, WLC 417 and WLC 487.

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.

Students may elect to add additional endorsements to the license they earn by completing the requirements for one of the licensure areas listed above. They have the option of adding an endorsement in a different licensure area described above or one of the additional endorsement only options listed below. Detailed requirements for any endorsement, may be obtained from the University Teacher Education Program Administration Office.

The Department of Health and Human Performance offers courses that can lead to a K-12 athletic coach endorsement.

Coordinator: Rich Engelhorn

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:

Biol 155; Ex Sp 220, 258, 315, 355, 358, 365.

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

Coordinator: Roberta Vann

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
Engl/Ling 425 or Engl/Ling 517
Engl/Ling 514 or C I 420/520
Engl/Ling 518 or Engl/Ling 524 and Engl/Ling 525
Engl/Ling 588

General Science is an interdepartmental additional area of endorsement for grades 7-12.

Coordinator: Thomas Greenbowe

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

Biol 211, 211L, 212, 212L
Chem 163, 163L, 164, 164L, 231, 231L
Geol 100, 100L
Phys 111, 112; or 221, 222
Math 151 or 160 or 165 or 181

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.

The Curriculum and Instruction Department offers courses that can lead to a reading endorsement for grades K-6. This department collaborates with the English Department to offer the necessary coursework for a 7-12 reading endorsement.

Coordinator: Donna Merkley

Students seeking an additional endorsement to teach elementary reading (K-6) should see a C&I Department adviser.

Students seeking endorsement to teach reading (7-12) as an additonal endorsement must earn credits in the following courses:

Foundations of Reading and Reading in the Content Area: C I 395/595 and C I/Engl 494.

Practicum: C I 488/588

Language Development: Engl 219 or 511

Reading Assessment and Oral Communication: C I 452/552

Written Communication: C I 395/595 and Engl 397

Adolescent Nonfiction and Fiction: Engl 396 or C I 554

Reading Instructional Strategies: C I 456/556 or 553

The Curriculum and Instruction Department offers courses that can lead to special education endorsements. Students seeking 7-12 special education endorsement must have a current teaching license.

Coordinator: Patricia Carlson

Students seeking an additional K-6 endorsement to teach special education should see an adviser in the C I Department.

The Speech Communication Department offers courses that can lead to 7-12 speech/theatre endorsement.

Coordinator: Connie Ringlee

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

Sp Cm 110 or ComSt 102; Sp Cm 212, 313, 412, 495A, 495B; Thtre 255 or 360 or 455; Thtr 358; Sp Cm 322; Jl MC 101.

The Agricultural Education and Studies Department offers a Master's of Science program that prepares Agricultural Education teachers for grades 7-12.

Coordinator: Levon Esters

See coordinator for program requirements.

The Family and Consumer Sciences Program in the Department of Apparel, Educational Studies and Hospitality Management offers a Master's of Science or Master's of Education program that prepares Family and Consumer Sciences teachers for grades 7-12.

Coordinator: Leah Keino

See coordinator for program requirements.

The Curriculum and Instruction Department offers a Master's of Education program that prepares Mathematics teachers for grades 7-12.

Coordinator: Alex Andreotti

See coordinator for program requirements.

The Health and Human Performance Department offers a Master's of Science program that prepares Physical Education teachers for grades K-12.

Coordinator: Katherin Thomas

See coordinator for program requirements.

The Curriculum and Instruction Department offers a Master's of Arts in Teaching program that prepares Secondary Science teachers for grades 7-12.

Coordinator: Michael Clough

See coordinator for program requirements.