Department of Teaching
College of Education
The Department of Teaching is responsible for the administration of multi-faceted programs of Price Laboratory School (PLS) and the Office of Student Field Experiences (OSFE).
Price Laboratory School
The Price Laboratory School conducts a program of instruction for pupils enrolled in grades N/K through 12. The pupils primarily are residents of Cedar Falls and Waterloo and provide a rich, multi-cultural, public school setting which enables the laboratory school to respond fully to its university responsibilities. The school offers a comprehensive program of studies and activities. It is a member of the Area 267 Education Agency, and is accredited by the Iowa Department of Education and the North Central Association of Colleges and Schools.
The laboratory school serves three major functions for the university and the State of Iowa:
1. As a teacher education laboratory, the school provides a variety of direct clinical and classroom experiences for students from all departments of the university as they prepare to enter the teaching profession. Members of the faculty supervise and direct these experiences and, in addition, teach university courses both on and off campus.
2. As a center for experimentation and research, the school is involved heavily in the writing of classroom instructional materials and the development of instructional methods and school curricula. Faculty members work together in project teams, frequently cooperating with colleagues across the university campus, at other Regents institutions, and with the Department of Education.
3. As an agent of leadership to Iowa elementary and secondary schools, the laboratory school regularly provides professional development activities for Iowa educators including: sponsors conferences and workshops; participates in the activities of professional organizations; provides extension and consultant services; teaches off-campus extension courses; and cooperates with local and state agencies in faculty development and in-service activities.
Student Field Experiences
The Office of Student Field Experiences administers the university's program in student teaching which is required of all undergraduates seeking a teaching degree. The student teaching program is administered through the office of the Head of the Department of Teaching and is under the supervision of the Director of Teacher Education and the jurisdiction of the Dean of the College of Education.
Completion of the present undergraduate teaching curriculum requires a minimum of twelve semester hours of credit in student teaching for all teacher education majors except for those who have earned credit in student teaching in another college or university. Student teaching credit earned in other colleges or universities does not completely fulfill the student teaching requirements of the University of Northern Iowa. Students who have completed three or more semester hours of credit in student teaching at another college or university in the same areas as their major at the University of Northern Iowa will have their previous experience evaluated to determine how much additional student teaching is needed.
Teacher education majors seeking a dual endorsement (i.e., special education/elementary, elementary/secondary) must complete a minimum of twelve semester hours of student teaching. The twelve hours of student teaching will be divided between the two levels in the student teaching assignment. Elementary majors with a minor in special education must complete one-half of their twelve-hour student teaching experience in a regular classroom and one-half of their twelve-hour experience in a special education setting.
Special area majors (i.e., art, ESL, music, and physical education) receive K-8 and 5-12 endorsements. They are required to complete twelve semester hours of student teaching in the special subject area. Special area majors must complete student teaching at both the elementary and secondary school levels.
The primary purpose of student teaching is to provide the student the opportunity to experience, in depth, the full role and meaning of teaching in a real school setting. Specific emphasis is given to (1) the analysis of teaching and learning, (2) the preconditions of learning, (3) the organization of instructional content, (4) adapting methods and techniques to organization and content, (5) the logical process of teaching, and (6) principles of self-evaluation. This broad pattern of experiences, provided in either the campus laboratory school or off-campus affiliated schools, includes planning and organizing for instruction, developing classroom teaching competencies and skills, evaluating pupil progress, participating in extra-class activities, working with special school personnel, and utilizing school and community resources in the instructional program.
A student teacher who withdraws from student teaching (280:1XX/3xxx/4xxx) prior to the mid-point of either the first or second assignment within the twelve-hour experience (if two placements) or before the mid-term of a single full semester assignment will receive a W (Withdrawn). A student teacher who withdraws from student teaching after the midpoint of the student teaching term will receive a No Credit grade.
The applicant for student teaching who previously received a No Credit grade in 280:1XX/3xxx/4xxx must be recommended for placement to the Council on Teacher Education (CTE) by the Director of Teacher Education following consultation with the coordinator who gave the No Credit grade and the head of the major department(s). Approval by CTE is required for placement.
The scholarship average required before a student is permitted to register for student teaching is specified on page xxx. A student must also have been fully admitted to the Teacher Education Program and must file an application for student teaching according to the time line published by the Office of Student Field Experiences. Students whose applications are received after the established deadline will not be guaranteed a placement in the semester for which they were a late applicant.