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Map of All Iowa Student Teaching Centers
Cedar Falls Student Teaching Center
Cedar Rapids Student Teaching Center
Charles City / Mason City Student Teaching Center
Davenport Student Teaching Center
Des Moines Student Teaching Center

Northeast Iowa Student Teaching Center
Northwest Iowa Student Teaching Center
Omaha / Council Bluffs / Sioux City Student Teaching Center
Waterloo Student Teaching Center
International - Out of State Student Teaching

 
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Policies & Procedures -- Q to R

 

 

RENEWAL of an Iowa Teaching License

License renewal is done directly with the Board of Educational Examiners in Des Moines. Visit their web site at: http://www.boee.iowa.gov or call the BOEE office @ 515-281-3245 for answers to your questions regarding renewal requirements.

 

Program Requirements for Teacher Education

Early Program Requirements and Coursework:

Mid-Program Requirements and Coursework:

  • Convocation (usually April or November, depending on the semester you are accepted to the Teacher Education Program)

  • High Risk Behavior and Substance Abuse Seminar

  • Student Teaching Roundup (see MyUNIverse) - One year before student teaching

  • Apply for graduation at the time of registration for student teaching

  • Fingerprinting and Background Check - One semester prior to student teaching

  • Human Relations (280:070) sometime in this block

  • Classroom Assessment (250:150)

  • Level II Courses: 240:148 and 200:128

  • Level III Courses: 260:119

  • Methods courses

  • Take 240:020 or 240:031 if not completed earlier

Admission to Teacher Education

  • Declare a major

  • Have earned at least 24 semester hours of credit

  • GPA: cumulative 2.50 or above

  • PPST: (170+ in reading, math, and writing; total to equal or exceed 522)

  • Acceptable professional dispositions (absence of Notifications of Concern)

  • Satisfactory completion of College Reading and Writing and Oral Communication (or equivalents)

  • Acceptable “Admission to Teacher Education” application

Recommendation for Licensure

  • GPA—2.50 or above: UNI cum, total cum, and for all areas for which an endorsement is sought (majors/minors)

  • Successful completion of student teaching, including acceptable performance on a Teacher Work Sample

  • Acceptable professional dispositions (absence of Notification of Concern)

State Rules

  • Required OSHA Universal Precautions Standards Training—before working with any children, on or off campus

  • High Risk Behaviors—during 200:128 semester, spring and fall. Must have certificate to student teach.

  • PPST—attain all three minimum scores set by UNI

  • Child Abuse Mandatory Reporter Seminar—required of all teachers. Do semester before student teaching to have this done.

  • Full Background Check—do the semester before student teaching (includes fingerprinting)

  • PRAXIS II—attain State cut-off score (for K-3 and K-6 endorsements)

Students, on occasion, withdraw from the teacher education program to pursue a non-teaching degree. Students who later decide to complete the teaching program must be readmitted to the Teacher Education Program.

 

Role of Student Teacher

The student teaching program at the University of Northern Iowa places priority on developing student teachers’ abilities to become reflective practitioners. As a required field experience for teacher education students, the program will provide a time for learning, experimentation, critical analysis, and practice.

Responsibilities of the Student Teacher

  • Bring to the teaching experience adequate knowledge in the areas of basic subject matter, human growth and development, and teaching strategies and procedures
  • Display a highly professional attitude with respect to confidential information about children and youth, and with respect to relationships and practices with colleagues and the respective educational systems
  • Develop an understanding of the role of administrators, teachers, lay people, support staff, and the Board of Education in determining school policies and in decision making
  • Adhere to the Code of Ethics of the Education Profession
  • Display enthusiasm and interest in all phases of the teaching experience
  • Abide by patterns of conduct expected of professional personnel
  • Be punctual; report on time for all school appointments and duties including school meetings and functions required of teachers and staff
  • Place duties and responsibilities ahead of personal desires
  • Read the school policy manual to become familiar with essential information in order to comply with all school system and building regulations, including the school calendar, which regularly employed teachers are expected to observe
  • Strive to exemplify the attitudes and actions of a teacher rather than those of a student
  • Demonstrate responsibility in accepting and completing assigned tasks
  • Dress appropriately for the profession
  • Assume supervisory responsibilities (playground, corridors, lunchrooms, buses, school events, etc.) with the cooperating teacher, but not in lieu of the cooperating teacher
  • Interact with non-teaching personnel (custodians, secretaries, nurses, cooks, etc.) and discover how all must relate effectively within the school setting
  • Interact with pupils in informal situations (playgrounds, corridors, school functions, library, study halls, lunch room, etc.)
  • Plan all work and submit plans to the cooperating teacher and the university coordinator/supervisor (if required) prior to teaching a lesson; include, when necessary, safety rules for the pupils to follow
  • Attempt a variety of teaching techniques (discovery, problem solving, lecture, simulations, discussion, independent learning, games, demonstrations, etc.) in an effort to discover and develop a personal style of teaching; if needed, set short-term goals for improvement of communication skills (voice quality and projection, non-verbal skills, use of media, opening motivators and closure, etc.)
  • Experience the use of technology and varied media in the instructional process; p prepare bulletin boards and displays to accompany and enhance on-going classroom work
  • Participate in one or more extra-curricular activities, including parent-teacher conference; if available, share in the preparation of formal pupil progress reports to parents
  • Assume responsibilities in identifying student needs; if necessary, provide alternative methods for non-readers or other special-needs children so they may obtain the required information from the printed page
  • Design varied tests and/or evaluation procedures; select, use, and interpret objective data, records, and lesson designs to facilitate in understanding and guiding pupil growth; follow up with appropriate remedial or "challenge" lessons
  • Accept constructive feedback and engage in regular self-appraisal
  • Analyze classroom interaction in order to determine the degree of participation by the various members of the class and alter such interaction if deemed appropriate
  • Observe a variety of classes (unique programs, exemplary teachers, varied levels, etc.); check with the cooperating teacher and/or the building principal as to who might be the best teachers to observe
  • Contact the cooperating teacher and university coordinator/supervisor when ill and turn in appropriate form to the university coordinator
  • Maintain a written reflective journal

 

 

 

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Office of Student Field Experiences
College of Education
Schindler Education Center - Room 509
319-273-2202

Questions/Comments | Last Modified 2 July, 2004