Catalog 2010-2012

Teacher Education Program

The minimum total hours to graduate with a B.A. Teaching degree is 120 hours. Majors requiring more than 120 semester hours to graduate are identified (see specific major requirements). All candidates on this program will choose one of the following patterns not later than the beginning of the sophomore year.

A.   Preparation for teaching in the secondary school or in special subjects.

Semester Hours
Liberal Arts Core Minimum *45
Professional Education Requirement 32
Major, minor, electives **43-67
  120-144

* The required professional education course 200:030 (Dynamics of Human Development) can also count toward the requirements for the Liberal Arts Core Category 5C.

 

B.   Preparation for teaching in the elementary school (kindergarten and grades 1-6).

Semester Hours
Liberal Arts Core Minimum *45
Professional Education Requirement  33
Major requirements 34-36
Endorsement minor/Concentration area **13-30
  125-144

* The required professional education course 200:030 (Dynamics of Human Development) can also count toward the requirements for the Liberal Arts Core Category 5C.

 

C.   Preparation for teaching in early childhood education (birth through grade 3).

Semester Hours  
Liberal Arts Core Minimum *45
Professional Education Requirement 33
Major requirements 40
Electives 2
  120

* The required professional education course 200:030 (Dynamics of Human Development) can also count toward the requirements for the Liberal Arts Core Category 5C.

**Number of hours determined by declared program area. See appropriate major within Program Requirements section of this catalog for specific requirements.

 

Professional Education Requirements

All candidates for the Bachelor of Arts-Teaching program are required to take the courses in professional education and a minimum of one departmental methods course. In addition, all candidates must be admitted to the Teacher Education Program. Admission procedures are initiated at a required orientation session during Level I of the Professional Education sequence. All students must have proof of a completed Iowa Division of Criminal Investigation background check for the state of Iowa (www.dps.state.ia.us/DCI/supportoperations/crimhistory/obtain_records.shtml) prior to entering PK-12 school buildings to work with pupils. Teacher candidates should carry their background check with them to all field experiences. Teacher candidates must also complete the training required of all mandatory reporters of child abuse prior to their Level II field experience and must provide proof of this training for all field experiences at Malcolm Price Laboratory School.

Semester Hours  
220:150  Meeting the Needs of Diverse Learners in Classrooms 2

(Prerequisite: 200:030 or equivalent.  Course 200:030 may be used to satisfy Category 5C of the Liberal Arts Core.)

 
240:020  Secondary Educational Technology and Design or 2-3
240:031  Educational Technology and Design  
280:170g  Human Relations: Awareness and Applications 3

(Before enrolling in 280:170g, the student must be fully admitted to the Teacher Education Program.)

 

Level I
200:017  Field Experience: Exploring Teaching 1
200:030  Dynamics of Human Development 3
Level I
(Before enrolling in Level II, the student must be fully admitted to the Teacher Education Program and have a cumulative GPA of 2.50 or higher.)  
200:128  Field Experience: Teacher as Change Agent (must be taken at UNI) 1
200:148  Learning and Instruction in Classroom Contexts 3
250:150  Classroom Assessment 2
Level III  
(Before enrolling in Level III, the student must be fully admitted to the Teacher Education Program, have completed Level II, and have a cumulative GPA of 2.50 or higher.)  
260:119  Schools and American Society 3
Student Teaching  
(Before enrolling in Student Teaching, the student must be fully admitted to the Teacher Education Program, have completed Level II and Level III field experiences, and meet all GPA requirements.) 12
280:1xx  Student Teaching (course number denotes area in which experience is gained: 280:132, 134, 135, 137, 138, 139, 140, 250)  
  32-33

Program completion may include evaluations/assessments prescribed by the major, the Council on Teacher Education, or the Iowa Board of Educational Examiners.

 

Professional Education Waivers/Substitutions

  1. Industrial Technology majors will be waived from 240:020. A student changing to a different education major from Industrial Technology would be required to complete 240:020.
  2. Physical Education majors may substitute 420:174 for 250:150. A Physical Education major changing to a different education major from Physical Education would be required to complete 250:150.
  3. Physical Education majors will be waived from 220:150. A student changing to a different education major from Physical Education would be required to complete 220:150.  
  4. Music Education majors will be waived from 250:150. A student changing to a different education major from Music Education would be required to complete 250:150.
  5. Music Education majors will be waived from 240:020. A student changing to a different education major from Music Education would be required to complete 240:020.
  6. Art Education majors will be waived from 240:020. A student changing to a different education major from Art Education would be required to complete 240:020.
  7. Secondary science teaching majors (Science Education, Biology, Chemistry, Earth Science, and Physics) will be waived from 240:020. A student changing to a different education major from Science Education, Biology, Chemistry, Earth Science, and Physics would be required to complete 240:020.
  8. Secondary business education teaching majors will be waived from 240:020. A student changing to a different education major from business education would be required to complete 240:020 or 240:031, depending on level of major.
  9. Modern Language education majors will be waived from 240:020. A student changing to a different education major from modern language would be required to complete 240:020 or 240:031, depending on level of major.

Admission to the Teacher Education Program

To be admitted to the Teacher Education Program, a student must fulfill the following requirements prior to registration for Level II courses:

  1. declare a teaching major;
  2. earn at least 24 semester hours of credit;
  3. earn at least a 2.50 cumulative GPA;
  4. file an acceptable Application for Admission to Teacher Education (available: SEC 159A or online at www.uni.edu/teached;
  5. complete College Writing and Research (620:005) or the equivalent with a grade of C- (1.67) or better (effective January 1, 2009, see note below);
  6. complete Oral Communication (48C:001) or the equivalent with a grade of C- (1.67) or better (effective January 1, 2009, see note below);
  7. Complete the Liberal Arts Core Category 1: Core Competency C (Quantitative Techniques and Understanding) math course (or equivalent) with a grade of C- (1.67) or better (effective January 1, 2009, see note below);
  8. Receive scores of 170 or better on the mathematics, reading, and writing sections of the PRAXIS I exam, and receive a total score of 522 or better across all three sections of the PRAXIS I exam;
  9. demonstrate Acceptable Dispositions (absence of any Notification of Concern)
  10. fulfill any additional requirements as prescribed by the Council on Teacher Education or the Iowa Board of Educational Examiners.

Note: Courses completed as part of A.A., B.A., B.S., or other degree may not be actual equivalents of UNI Liberal Arts Core courses, and thus may not meet the requirements specific in 5, 6, and 7 above. Students who do not have equivalent courses will need to take additional course work to meet these three requirements.

All teacher education candidates are strongly encouraged to pursue additional opportunities for experience working with children and adolescents throughout their teacher education program through paid employment and/or volunteer activities.

Admission to the Teacher Education Program is a privilege rather than a right. Thus, admission to the Program is not guaranteed to all who apply. Students may appeal the decision to deny admittance to the Teacher Education Program or the decision to place them on academic probation in the Teacher Education Program when the decision is based on extreme circumstances over which the student has no control. In such cases, the student should contact the  Director of Teacher Education to set up an appointment to begin the appeal process.

UNI Teacher Education majors are expected to keep an active e-mail account, using the ____@uni.edu address and to check this address at least twice weekly.

Information concerning fee payments for tests, registration procedures, and test dates are available by contacting Examination Services, 007 Innovative Teaching and Technology Center (ITTC), UNI, 319-273-6023 or the Office of Teacher Education, 159A Schindler Education Center (SEC), UNI, 319-273-2265.

 

Field and Clinical Experiences

At the University of Northern Iowa experiences in teaching and the observation of teaching are an integral part of the teacher education curriculum. The emphasis on experimentation and creative approaches gives the student insight into turning theory into practice. The professional laboratory experiences include field experiences and participation, with supervised observations, that culminate in the actual period of student teaching.

Supervised observations give the student an opportunity to see the teaching-learning operation without becoming involved in the on-going activity itself. In the field and clinical experiences, the student takes an active part in the teaching-learning situation or other community activities under the direction and guidance of a qualified professional.

Student involvement in all of the field and clinical experiences in teacher education is vital to the preparation of the prospective teacher. Observation and participation experiences are provided through specific courses in the Professional Education Program and through individual departments offering teaching majors. These experiences give the student the background needed to make professional course work and student teaching more meaningful.

All teacher candidates must complete a background check with the Iowa Division of Criminal Investigation (www.dps.state.ia.us/DCI/supportoperations/crimhistory/obtain_records.shtml) prior to the start of their first field experience and should carry proof of this check with them to all school sites. (See www.uni.edu/teached for procedures.) All teacher candidates must complete Mandatory Reporters of Child Abuse training prior to starting the Level II field experience at Malcolm Price Laboratory School and should carry proof of this training with them to that site.

 

Student Teaching

Student teaching is a period of guided teaching which is a full semester in length. During this time, the student assumes increasing responsibility for the teaching-learning activities in the classroom. The student receives twelve (12) semester hours of credit for student teaching, evaluated on a credit/no-credit/withdrawal system. Interinstitutional student teachers who enroll at UNI, including those on the Regents' Universities Student Exchange Program, may be evaluated on a graded basis (e.g., A, B, C, D, F) upon written request at the time of application from the Registrar of the home institution.

To be admitted to student teaching, a student must have:

  1. FULL admission to the teacher education program;
  2. a certificate in High Risk Behaviors/Substance Abuse;
  3. a cumulative GPA of 2.50 or higher on work at all colleges and universities;
  4. a UNI GPA of 2.50 or higher;
  5. a 2.50 GPA in the appropriate academic department or department approval;
  6. a grade of C- (1.67) or higher in each Professional Education Sequence course, effective January 1, 2009, and a GPA of 2.50 or higher across all such courses;
  7. completed all methods courses listed as prerequisites for student teaching with a grade of C (2.00) or higher as well as other departmental requirements;
  8. Mathematics majors are required to have a major GPA of 2.50 or higher AND departmental approval; and
  9. Health Education and Physical Education majors and minors are required to have current First Aid and CPR certification prior to student teaching.

The final student teacher assignment is based upon fulfillment of all established requirements stated above, successful completion of Level II and Level III field experiences (a minimum of 80 contact hours in PK-12 schools), acceptable professional dispositions, and availability of placement.

 

Exit Requirements

To be recommended for teaching licensure in Iowa, a student who graduates from the UNI Teacher Education Program must satisfactorily complete the major and/or minor and the teacher education requirements, have an overall GPA of 2.50 and a cumulative UNI GPA of 2.50, submit fingerprint and waiver cards for mandated background checks, and pass additional exit requirements as may be prescribed by the major, the Council on Teacher Education, or the Iowa Board of Educational Examiners including, but not limited to, demonstration of acceptable professional dispositions. A student not meeting these requirements may graduate but will not receive recommendation for licensure.

Many states, including Iowa, now require successful completion of designated examinations to receive a teaching license. Information concerning fee payments for tests, registration procedures, and test dates are available by contacting Examination Services, 007 Innovative Teaching and Technology Center (ITTC), UNI 319-273-6023.

For additional information on teacher licensure, see page xxx.

 

Progressing Through the Teacher Education Program

This section provides an overview of practices that may delay a student from progressing through the Teacher Education Program in a timely fashion. Specific guidelines for addressing these delays are found in the Council on Teacher Education Handbook, Teacher Candidate Performance Review Committee: Policies and Procedures.

Four Decision Points are established to mark progression through the Teacher Education Program: 1) admission to the university, 2) admission to the Teacher Education Program, 3) admission to student teaching, and 4) recommendation for licensure. Professional Education Faculty members, staff, and/or administrators may delay a student in moving through the Decision Points if a student demonstrates deficiencies in meeting course or Program Standards. To correct the deficiencies, faculty, staff, and/or administrators may file a Notification of Concern, indicating how the student can remedy the deficiency. Only after the deficiencies are resolved may the student expect to move forward in the Program and be recommended for a teaching license.

 

Suspension from the Teacher Education Program:

Any student who has one or more unresolved Notifications of Concern indicating significant deficiencies in meeting Standards for the Teacher Education Program may be considered for suspension from the Program. Suspension from the Program is determined by the Teacher Candidate Professional Review Committee and is for a minimum of one calendar year. Only the most extreme circumstances would warrant consideration for re-admission before one calendar year has elapsed. At the time of suspension, students are informed of the conditions and procedures for re-admission to the Program. Students may appeal their suspension from the Teacher Education Program to the Council on Teacher Education. Should a student believe a procedural error was made by the Council during the appeal process, the student may appeal to the Office of the Provost in writing for a second review by the Council.

Emergency Suspension: Any student may be suspended immediately by the Director of Teacher Education for extreme, unforeseen circumstances such as endangerment of students, disruption of schools/classes, felonious behaviors, or ethical violations. Such suspensions will be referred to university officials and may become permanent.

 

Re-admission to the Teacher Education Program:

Students wishing to be re-admitted to the Teacher Education Program should seek probationary re-admission according to the following schedule: apply by February 1 for Summer and Fall probationary re-admission; apply by October 1 for Spring probationary re-admission. Applications are found at the Office of Teacher Education (SEC 159A).

The decision to re-admit students on a probationary status will be made by the Teacher Candidate Professional Review Committee. Conditions for probationary re-admission are determined on a case-by-case basis by the Committee and in accordance with conditions determined at the time of suspension. Upon successful completion of the probationary period, the Teacher Candidate Professional Review Committee determines conditions for full re-admission and may recommend such to the Council on Teacher Education, which makes the final decision.

Suspension for a second time is considered permanent. Only the most extreme circumstances would warrant consideration for re-admission a second time. Reconsideration is determined by the Council on Teacher Education.

 

Majors and Minors - Teaching

Elementary majors may choose either a university-approved endorsement minor or a 24-hour area of concentration (see pages xxx-xxx for possible choices).

Each student preparing to teach in the secondary school or in a special subject will choose a major not later than the beginning of the sophomore year. The student will also select at least one minor if a minor requirement is indicated under the description of the chosen major. Even if not required, a student may select a second major or one or more minors.

Approved majors and minors will be chosen from the fields listed below.

Majors

All Science

Art Education

Biology

Business

Chemistry

Communication-Theatre

Early Childhood Education

Earth Science

Elementary Education

English

Geography

Health Education

History

Mathematics

Middle Level Education Dual

Middle/Junior High School Science

Physical Education

Physics

Psychology

Social Science

Spanish

Teaching English to Speakers of Other Languages (TESOL)

Technology Education

TESOL/Modern Language

World Languages & Culture - Dual

World Languages & Culture - French

World Languages & Culture - German

 

Minors

Basic Science (K-8)

Biology

Chemistry

Coaching

Communication-Theatre

Early Childhood Special Education

Earth Science

English

French

Geography

German

Health Education

History

Instructional Strategist I: Mild/Moderate K-8

Instructional Strategist I: Mild/Moderate 5-12

Instructional Strategist II: Mental Disabilities K-12

Literacy Education

Mathematics

Mathematics (K-8)

Modern Languages (K-8)

Physical Education-Elementary Teaching

Portuguese

Russian

Social Studies (K-8)           

Spanish

Teacher of Students With Visual Impairments (TVIS)

Teaching English to Speakers of Other Languages (TESOL)

Technology Education