Teacher Education

Jerry Thomas, Director, Teacher Education and Interim Dean, College of Education

Thomas Andre, Associate Director, Teacher Education and Chair, Curriculum and Instruction

Teacher Education Faculty: Geoff Abelson (C I), Craig Allen (HD FS), Tom Andre (C I), Alex Andreotti (C I), Janice Baker (HHP), Leslie Bloom, Jackie Blount (C I), Warren Blumenfield (C I), Mary Jane Brotherson (HD FS), Katherine Richardson Bruna, Barabara Caldwell (ART), Pat Carlson (C I), Mike Clough (C I), Karen Colbert (HD FS), Sedahlia Crase (HD FS), Dennis Dake (ART), Nicola E. Davis, Dianne Draper (HD FS), James Duea (C I), Fred Duffelmeyer (C I), Beth Herbel-Eisenmann, Joey Eisenmann (HHP), Levon Esters (AGEDS), Anne Foegen (C I), Carol Fuhler (C I), Yvonne Gentzler (FCEDS), Mike Godfrey (HD FS), Brian Hand (C I), Connie Hargrave (C I), Cheryl Hausafus (FCEDS), Sue Hegland (HD FS), Irvin Hentzel (MATH), Elgin Johnston (MATH), Lynn Jones (AGEDS), Leah Kagima (FCEDS), Beverly Kruempel (FCEDS), Patricia Leigh (C I), Holly Lipsey (HHP), Gayle Luze (HD FS), Robert Martin (AGEDS), James McShay (C I ), David Meltzer (PHYS), Donna Merkley (C I), Joe Messenger (MUSIC), Greg Miller (AGEDS), Wade Miller (AGEDS), Sylvia Munsen (MUSIC), Donna Niday (ENGL), Dale Niederhauser (C I), Michael Norris (HHP), Lori Norton-Meier, Joanne Olson (C I), David Owen (C I), Yong Chin Pak (HHP), Carla Peterson (HD FS), Gary Phye (C I), Linda Quinn-Allen (FLL), Mike Retallick (AGEDS), Connie Ringlee (ENGL), Marcia Rosenbusch (C I), Frank Schabel (HHP), 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), Bob Tremmel (ENGL), Roberta Vann (ENGL)

The mission of the Teacher Education Program at Iowa State University is to develop educators who are competent, qualified, and caring. 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 below.)

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

Undergraduate Licensure Areas

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 the college where it resides.

Currently, there are fourteen 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)
Foreign Language (grades 7-12)
Health Education (grades 7-12)
Mathematics (grades 7-12)
Music (grades K-12)
Physical Education (grades K-12)
Physics (grades 7-12)

Additional Endorsements

Students must fulfill the requirements for one of the endorsement 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)
Physical Sciences (grades 7-12)
Reading (grades K-6 or 7-12)
Special Education (grades K-6)
Special Education (grades 7-12) This additional endorsement is only available for licenses teachers.
Speech Communication (grades 7-12)

Post-Bachelor’s 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 Licensure Areas

Currently, there are five Master’s programs that lead to initial licensure. These programs are listed below:

Art Education (M.A.)
Agricultural Education (M.S.)
Family and Consumer Sciences (M.Ed. or M.S.)
Mathematics (M.Ed.)
Secondary Sciences (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 as superintendents or elementary or secondary school principals. (See Educational Administration in Courses and Programs section of this catalog.)

Iowa Teaching Standards and Criteria

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.) 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.

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 four 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.      

       9       I. Natural sciences and at least one mathematics course

       9       II. Social sciences

       6       III. Humanities

       9       IV. Communication skills

      .5       Library Skills (Lib 160)        

   33.5       Total

The above requirements must include:
Engl 104 and 105, or equivalent
One course that develops interpersonal or group presentation skills (See approved list.)
Psych 230 or HD FS 102
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 four groups identified for undergraduate students in the preceding section. Individual departments preparing teachers may require additional credits in general education. (See licensure area coordinator, listed below, for additional details.)

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, listed below, for additional details.)

The Professional Teacher Education Requirement (Professional Core)

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 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. (Areas with equivalent coursese include: Music and Physical Education; see specific Licensure Area Requirements section below for details.)

Cr.    

3       C I 201—Instructional Technology

3       C I 204—Social Foundations of American Education

3       C I 333—Educational Psychology OR

         C I 332 -- Educational Psychology of Young Learners

3      C I 406—Multicultural Gender Fair Education

12-16        Student teaching (minimum-12 weeks)

Students in K-12 licensure areas and secondary education (grades 7-12) licensure areas must also complete the courses listed below unless the student’s licensure area has an approved equivalent. (Areas with approved equivalents include: Biology, Chemistry, Earth Science, Mathematics, and Physics; see Licensure Area Requirements sections below for details. )

Cr.    

     R C I 415—Senior Seminar

     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  C I 501—Foundations of Instructional Technology

     3 HPC 504—Studies in the Foundations of American Education

     3 C I 506—Multicultural Gender Fair Education in Curriculum Development and Instruction

     3 C I 526—Principles of Secondary Education

     3 C I 533—Educational Psychology of Learning, Cognition, and Motivation

12-16 Student teaching (minimum -12 weeks)

Some Master’s programs also require a special education course.

Admission to the Teacher Education Program

A student seeking admission to the 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 Teacher Education Program at the time they apply for student teaching. 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 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. 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. Details regarding the dates and fees for these tests are available in the Testing Office in 2030 Student Services Building or from the Education Student Services Office.

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 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:

—Acceptable GRE scores (at least 400 on each of the Verbal and Quantitative sections. Some areas may 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. Details regarding the dates and fees for these tests are available in the Testing Office in 2030 Student Services Building or from the Education Student Services Office.

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 Teacher Education Program as a Master’s student:

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

2. One of the following:

—Acceptable GRE scores (at least 400 on each of the Verbal and Quantitative sections. Some areas may require higher GRE scores.)

—A composite Praxis I (PPST) score of 522, with a minimum of 170 for each subtest (reading, writing, and mathematics.) Some licensure areas may require higher Praxis I scores. Details regarding the dates and fees for any of these tests are available in the Testing Office in 2030 Student Services Building or from the Education Student Services Office.

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.

Maintaining Program Eligibility

All students admitted to the Teacher Education Program must maintain at least a 2.5 cumulative grade point average through completion of their licensure requirements. Graduate programs require students to maintain a higher grade point average.

Minimum Performance Standards

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.)

Student Teaching

Student teaching is the culminating experience to the 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 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 student teaching application 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.

Teacher Licensure

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, inclduing the general education requirements and professional teaching requirements 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 Teacher Education Program.

3. A minimum ISU cumulative grade point average of 2.50 or higher through graduation (or completion of the 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.

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.

Undergraduate and Post-Bachelor’s Licensure Area Requirements

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.

Agricultural Education

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 pedagogical courses are: C I 210, 204, 332 or 333, 406, 415, 426, AGEDS 211A, 310, 401, 402, 416, 417.

Biology

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

Coordinator: Warren Dolphin

Students seeking licensure to teach biology must take the following biological courses:

Biol 211, 211L, 212, 212L, 312, 313, 313L, 314, 314L, 315.

Biol 366 or 330B, 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 at least one course in mathematics.

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

Student who have begun their biological science program under earlier catalogs need to see the science teaching adviser if they have questions.

Required pedagogical courses are: C I 201, 204, 280M, 332 or 333, 347, 406, 418, 419, 468J, 468K, 417D.

Chemistry

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

Coordinator: Thomas Greenbowe

For specific content area course requirements, see Curriculum, Chemistry. Required professional courses are C I 280M, 347, 418, 419, 468J, 468K, C I 417B.

Required pedagogical courses are: C I 201, 204, 280M, 332 or 333, 347, 406, 418, 419, 468J, 468K, 417D.

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 credit):

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, 321, 322, 321L
or BBMB 301, 320, 311, 451.

Early Childhood Education

Two departments share the responsibility for preparing teachers to work with children from birth to grade three. These departments are the Curriculum and Instruction Department in the College of Education and the Human Development and Family Studies Department in the College of Family and Consumer Sciences.

Coordinators: Thomas Andre and Karen Colbert

For specific course requirements, see Curriculum, Curriculum and Instruction or Curriculum, Human Development and Family Studies.

Earth Sciences

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

For specific content area course requirements, see Curriculum, Geological and Atmospheric Sciences.

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

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

Required pedagogical courses are: C I 201, 204, 280M, 332 or 333, 347, 406, 418, 419, 468J, 468K, 417D.

English

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

Coordinator: Robert Tremmel

For specific content area course requirements, see Curriculum, English. Required professional courses are C I 280A, 395; Engl 396, 397, 417, and 494.

Required pedagogical courses are: C I 201, 204, 280A, 332 or 333, 395, 406, 415, 426, Engl 396, 397, 417, 494.

Students seeking to add English as an additional endorsement area must earn 43 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);
16 English education 394; 392 (C I 280 for 2cr. must be taken concurrently with 392), 494 (C I 280 for 2 cr. must be taken concurrently with 494); C I 395

Elementary Education

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

Coordinator: Thomas Andre

For specific course requirements, see Curriculum, 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.

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 7-12.

Coordinator: Leah Kagima

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 pedagogical courses are: C I 201, 204, 332 or 333, 406, 415, 426, FECDS 206, 306, 318, 403, 413, 417A, 417B.

Foreign Languages and Literatures

The Foreign Languages and Literatures Department prepares Foreign Language teachers for grades 7-12.

Foreign 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, Foreign Languages and Literatures.

Required professional courses are F Lng 417 and 487.

Students seeking approval to teach a foreign language as their first endorsement must have a major in the target language. For an additional endorsement in a foreign 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 modern foreign 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 are required to take a mock OPI, at no cost, during their sophomore year.

Required pedagogical courses are: C I 201, 204, 332 or 333, 406, 415, 416, F Lng 417, 487.

Health Education

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

Coordinator: Frank Schabel

Students who wish to teach Health must earn credit in the following courses: EX SP 258; H S 110, 215, 305, 310, 350, 390; FS HN 167; HD FS 276, 373 or 377; Biol 255, 256. Required professional courses are H S 375 and 417.

Required pedagogical courses are: C I 201, 204, 332 or 333, 406, 415, 426, H S 375, 417.

Students seeking approval for health education as an additional subject 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, 256.

Mathematics

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, see Curriculum, Mathematics. Required professional courses are C I 417C, 480C, and 497.

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, 266 or 267, 297, 301, 304 or 341, 307 or 317, 414, 435, 436, 489, Com S 107 or 207 or 227, Stat 401.

Required pedagogical courses are: C I 201, 204, 332 or 333, 406, 415, 426, 417C, 480C, 497.

Music

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 266, 366, 466, C I 417K and 417L.

Required pedagogical courses are: C I 204, 332 or 333, 406, 415, 417K, 417L, 426, Music 248, 266, 366, 466.

Physical Education

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,

Physical Education Licensure option. Required professional courses are Ex Sp 275, 375, 395, 417, 418, 470, 475.

Required pedagogical courses are: C I 204, 406, and 415, Ex Sp 275, 375, 395, 417, 418, 470, 475.

Physics

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

Coordinator: David Meltzer

For specific content area course requirements, see Curriculum, Physics. Required professional courses are C I 280M, 347, 418, 419, 468J, 468K, C I 417B, and Phys 311T.

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, 271, 272, 302, 304, 306, 310, 321, 321L, 322, 322L, 324; Astro 342, 344L, 346; Chem 321, 322; EE 201, 203, 441; E M 274, 345, 378; M E 330, 332

Required pedagogical courses are: C I 201, 204, 280M, 332 or 333, 347, 406, 418, 419, 468J, 468K, and 417D, Phys 311T.

Requirements for Additional Endorsements

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 Education Student Services Office.

Coaching Interscholastic Athletics

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.

English as a Second Language

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 complete twenty-one semester hours in TESL.

In some cases, relevant special topics courses or experimental courses may be substituted. Some courses have prerequisites.

Linguistics: Engl/Ling 219 or Engl/Ling 511 Grammar: Engl/Ling 220 or test out

Second language theory: Engl/Ling 425 or Engl/Ling 517
Engl/Ling 514
Methods: Engl/Ling 518
Literacy Methods for ELL: Engl/Ling 524
Practicum in Teaching ESL: Engl/Ling 588

General Science

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

Coordinators: Thomas Greenbowe, David Meltzer

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

Biol 211, 201L, 202, 202L
Chem 163, 163L, 164, 164L, 231, 231L
Geol 100, 100L
Phys 111, 112; or 221, 222
Math 151 or 160 or 165

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

Physical Sciences

Physical Sciences is an interdepartmental additional area of endorsement.

Coordinators: Thomas Greenbowe, David Meltzer

Students with an endorsement in a natural science who seek approval to teach physical sciences as an additional area must earn credits 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 endorsement area 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

Reading (K-6; 7-12)

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: Engl 219, 394, 395, C I 478 or 552, 488/588, plus one additional course with reading in the title; select from C I 378, 456/556, 553 or 554.

Special Education

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

Coordinator: Patricia Carlson

Students seeking an additional endorsement to teach special education should see C & I Department adviser.

Speech Communication

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, 322, 412, 495A, 495B; Thtre 255, 358; Jl MC 101.

Master’s Programs that Lead to Initial Licensure

Art Education

The Department of Art and Design prepares Art teachers for grades K-12 through a Master’s of Arts program. See coordinator for program requirements.

Coordinator: Barbara Caldwell

See Curriculum, Art Education, Department of Art and Design.

Agricultural Education

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.

Family and Consumer Sciences

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 Kagima

See coordinator for program requirements.

Mathematics

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.

Secondary Sciences

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.