Andres Department of Education
The Andres Department of Education offers programs in early childhood, elementary, middle level, secondary education, instructional strategist and English as a Second Language (ESL).
Through the cooperation with the Department of Humanities and Social Science, teaching licensure is available in social science, art and language arts. Through the cooperation with the Department of Science and Mathematics, teaching licensure is available in biology, chemistry, and general science. Through cooperation with the Departments in the area of Business, teaching licensure is available in business and economics. Through a unique partnership with Northeast Iowa Community College, Upper Iowa University offers programs which can lead to a teaching career in secondary industrial technology education and secondary agriculture education. Through a unique partnership with Eastern Iowa Community College, Upper Iowa University offers programs which can lead to a teaching career in American sign language and secondary industrial technology. Through a unique partnership with Des Moines Area Community College, Upper Iowa University offers a program which can lead to a teaching career in secondary industrial technology and secondary family and consumer science. Through a unique partnership with Hawkeye Community College, Upper Iowa offers a program which can lead to a teaching career in secondary industrial technology.
Teacher Education
The Upper Iowa University Teacher Education Program seeks to develop within their students the skills, beliefs, and dispositions of pedagogically effective, technologically literate, culturally responsive, and reflective educators. The Upper Iowa University Teacher Education Program considers the following statements fundamental to the development of future educators:
- Students use reflection to deepen understanding, examine practices and improve effectiveness.
- Students recognize the many aspects of diversity and actively promote social justice.
- Students acknowledge the backgrounds and experiences of others and respond in culturally responsible and developmentally appropriate ways.
- Students effectively navigate technology as a way/tool/method of teaching and learning in multiple modalities.
- Students fully understand their discipline to deliver lessons using content specific instructional strategies in alignment with standards.
- Students understand how dispositions relate to professionalism and being an effective teacher.
- Students apply skills, knowledge and strategies in authentic field-based experiences.
Teacher preparation at Upper Iowa University includes performance-based assessment and practical teaching experience. The education curriculum is designed to meet changing educational demands of curriculum including literacy development, integrated instruction, higher order thinking skills and practical skills (flexible management, technology and early teaching experiences). A practicum in Foundations of American Education provides students with an opportunity to observe and participate in a classroom to determine if they wish to continue in teacher education. Each student then follows a sequenced series of courses to acquire the theoretical background, instructional techniques, management strategies, and practical skills needed to be a competent educator.
To obtain desired endorsements and licensure, students need to plan their program early in their college experience and work closely with the academic advisors to ensure coursework and performance requirements leading to state licensure are being met in a timely manner. Students must also maintain an adequate grade point in their major, in all education courses, and cumulatively.
A Department of Criminal Investigation (DCI) background check is required before students are allowed to participate in experiences in the field. Upper Iowa University does not discriminate in acceptance or in placement for field experience and student teaching on the basis of gender, age, race, color, creed, disability or national/ethnic origin.
Students seeking initial licensure are strongly advised to retake education methods courses if these courses were completed prior to ten years from initial enrollment at Upper Iowa University. Students must complete their program requirements within seven years of initial enrollment or be subject to current program requirements. In addition, changes in licensure requirements of the Iowa Department of Education may affect requirements for students.
Upper Iowa University’s Teacher Education Program is approved by the Iowa State Board of Education. Individuals seeking teacher licensure must complete the approved requirements of the Teacher Education Program to be recommended for teacher licensure.
Endorsements
Students may prepare for a teaching license with an elementary classroom endorsement (grades K-6) by completing an elementary education major and a specific K-8 or prekindergarten endorsement. Students may prepare for secondary classroom licensure (grades 5-12) in a specific content area by completing the professional education requirements (the professional education core) and required content area courses in the content major as listed in Upper Iowa University’s approved programs on file with the Iowa Department of Education. Those who hold a license to teach may add an additional endorsement or endorsements at the PreK, K-8 and 5-12 levels. Contact the Teacher Education Program office, Andres Department of Education for specific requirements of the PreK, K-8 and 5-12 endorsements and to learn the requirements for obtaining licensure to teach additional grade levels or subject matter. Students must have a grade point average (GPA) of 2.70 or above for each endorsement.
The endorsement areas and grade levels in which a student may be prepared at Upper Iowa University are as follows:
Endorsement Number
| 1001 |
Teacher-Birth - Grade 3: Inclusive Settings |
Prek-3 |
| 101 |
Athletic Coach |
K-12 |
| 102 |
Teacher-Elementary Classroom |
K-6 |
| 103 |
Teacher-Prekindergarten-Kindergarten |
Prek-K |
| 104 |
ESL |
K-12 |
| 107 |
Talented and Gifted |
PreK-12 |
| 112 |
Agriculture |
5-12 |
| 1171 |
Business-All |
5-12 |
| 119/120 |
English/Language Arts |
K-8 5-12 |
| 1201 |
All Language Arts |
5-12 |
| 137/138 |
Health |
K-8 5-12 |
| 139 |
Family/Consumer Science |
5-12 |
| 140 |
Industrial Technology |
5-12 |
| 141 |
Journalism |
5-12 |
| 1421 |
Algebra for High School Credit |
5-8 |
| 1431 |
Mathematics-Basic |
5-12 |
| 146/147 |
Physical Education |
K-8 5-12 |
| 148/149 |
Reading |
K-8 5-12 |
| 150 |
Basic Science |
K-8 |
| 151 |
Biological Science |
5-12 |
| 152 |
Chemistry |
5-12 |
| 1541 |
Basic Science |
5-12 |
| 157 |
American Government |
5-12 |
| 158 |
American History |
5-12 |
| 160 |
Economics |
5-12 |
| 163 |
Psychology |
5-12 |
| 164 |
Social Studies |
K-8 |
| 165 |
Sociology |
5-12 |
| 172/173 |
Professional School Counseling |
K-8 5-12 |
| 176 |
Reading Specialist |
K-12 |
| 181 |
ASL |
K-12 |
| 1821 |
Middle School Language Arts |
5-8 |
| 1822 |
Middle School Math |
5-8 |
| 1823 |
Middle School Science |
5-8 |
| 1824 |
Middle School Social Studies |
5-8 |
| 185 |
All Science |
5-12 |
| 186 |
All Social Science |
5-12 |
| 1861 |
Social Science Basic |
5-12 |
| 234 |
Work Experience Coordinator |
5-12 |
| 250 |
Special Education Consultant |
K-12 |
| 259 |
Instructional Strategist I & II-All |
K-12 |
| 260/261 |
Instructional Strategist I: Mild/Moderate |
K-8 5-12 |
| 263 |
Instructional Strategist II: Behavior Disorders/Learning Disabilities |
K-12 |
| 264 |
Intellectual Disabilities |
K-12 |
Overview of Teacher Education Program
The assessment of the Teacher Education Program (TEP) system has four major “checkpoints:” (1) admission to the Teacher Education Program; (2) completion of Field Experience; (3) admission to student teaching; and (4) completion of student teaching. At each checkpoint, information relevant to the student’s performance in the Teacher Education Program (TEP) is collected and evaluated. Although the assessment system focuses on student performance at four “checkpoints,” the student continues to provide evidence of knowledge and skills in the other aspects of the TEP by completing all EDU, ECE, SPED and ST courses with a grade of “C” or higher and by demonstrating acceptable levels of performance on all critical elements of courses as indicated by course syllabi.
Completion of the UIU Teacher Education Program requires successful passage through four checkpoints:
Checkpoint 1 - Admission to the Teacher Education Program
All students seeking initial licensure to teach must be admitted to the Upper Iowa University Teacher Education Program.
Requirements for admission into the Teacher Education Program:
- Candidate must successfully complete EDU 110 Foundations of American Education with a grade of “C” or above and complete the Foundations practicum (completed 20 hours, was prompt, score “Fair” or better on personal attributes).
- Candidate must earn an Upper Iowa University cumulative grade point average (GPA) of 2.70 or above.
- Grade of “C” or above in English Composition I.
- Grade of “C” or above in English Composition II
If a candidate possesses a BA or BS degree for which only one composition course was required and the candidate earned a “C” or better in the composition course or if the candidate possesses a BA or BS degree and had a composition course requirement waived because of high test scores, no additional composition course will be required. If a candidate who has not yet earned a degree tests into a second writing course and completes it with a “C” or above, no additional composition course will be required.
Admission to Teacher Education APPEAL PROCESS
If a candidate is denied admission to the Teacher Education Program due to deficiencies, the candidate may request an appeal. Appeal forms are available on the Teacher Education Student Page on myUIU or may be requested from the Andres Department of Education Program and Administrative Assistant. Completed appeal forms and supporting documentation must be submitted via email to the Andres Department of Education. The department chair’s decision is final. The decision will be communicated in a meeting with the candidate and the chair.
Students need to be admitted into the Teacher Education Program to register for Field Experience and to register for many of the EDU, ECE, SPED and ST courses required in their programs.
Checkpoint 2 - Field Experience
Students admitted to the Teacher Education Program will complete 40 hours of field experience at the same time they take the appropriate methods course and will complete a second 40-hour field experience when they take another methods class.
In addition to helping the student to “see into the daily life of the classroom teacher” through the activities completed at the field experience site, the student engages in classroom activities, completes various assignments to understand more deeply the Iowa Teaching Standards and Criteria, and learns how to write lesson plans. At the end of each 40-hour placement, students are assessed on their knowledge of these standards and criteria.
Checkpoint 3 - Admission to Student Teaching
Student teaching, the teacher education capstone experience, takes place at the end of the student’s program. Application for student teaching must be filed according to the deadlines established by the Teacher Education Program. Failure to adhere to deadlines may delay student teaching placements. Placements are made by the Teacher Education Coordinator. Students will not be allowed to register for any courses during the sessions in which their student teaching will take place.
Teachers already licensed at a particular level (i.e., K-8) and seeking an endorsement at a new level (i.e., 5-12) need to complete student teaching at the new level. Other requirements may also apply.
Requirements for Student Teaching:
- Candidate must be admitted to the Teacher Education Program.
- Candidate must successfully complete Field Experiences I and II with a grade of “C” or above.
- Candidate must have completed an approved speech course with a grade of “C” or above.
- Candidate must complete all EDU, ECE and SPED courses with a grade of “C” or better as well as demonstrate acceptable performance on essential elements aligned to program outcomes.
- Student must complete The Peacock Professional Experience (“general education”) with these specific qualifications:
- Physical science or biological science courses may be used to meet the science requirement.
- EDU 162 Diversity for Teachers may be used to meet the diversity, equity, and inclusion requirement.
- EDU 142 Human Growth, Development and Guidance may be used to meet a social science requirement.
- Passing grade in math course that meets The Peacock Professional Experience (“general education”) requirement.
- Candidate completes and submits a resume outlining skills and accomplishments completed in college. The candidate will collaborate with Career Services to complete this.
- Candidate completes the 3-hour Mandatory Child and Dependent Adult Abuse Reporter Training found on the BoEE website.
- Student must have met all competencies required within standards set by the University and Iowa Department of Education.
- If an elementary education major, a student must complete all requirements for the major and all requirements for at least one specific endorsement area (as required to be eligible for an Iowa teaching license).
- Candidate must maintain a GPA of 2.70 (Upper Iowa cumulative), 2.70 in the major to include transfer courses applied to the major and 2.70 in each Pk-K, K-8, 5-12 and K-12 endorsement area to include transfer courses in which the candidate is seeking licensure. GPA’s will be closely monitored.
- Student must complete and submit application materials to student teach to the Teacher Education Coordinator.
Note: A student may have no more than six of The Peacock Professional Experience (“general education”) semester credits of total coursework remaining prior to the start of the student teaching experience. The remaining coursework may not be in the student’s major, in the professional education core, in the first specific endorsement area, or in The Peacock Professional Experience (“general education”) requirements of Composition I, Composition II and speech.
Checkpoint 4 - Completion of Student Teaching
Student teaching is the culminating experience in the Teacher Education Program. As a part of the student teaching experience, the student develops and teaches instructional units. The student also completes a Teacher Work Sample based on teaching an instructional unit. Overall, student teaching is assessed through the cooperating teacher’s evaluation, the supervisor’s evaluation and submission of required student teaching documents.
Teacher Work Sample
Successful student teachers will support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, the student teacher provides credible evidence to facilitate learning and display dispositions aligned with the Interstate Teacher Assessment and Support Consortium (InTASC) by meeting the following Teacher Education Program standards:
- Considers Contextual Factors: The teacher uses information about the learning-teaching context and individual student differences to set learning outcomes and plan instruction and assessment.
- Identifies Learning Outcomes: The teacher sets significant, challenging, varied and appropriate learning outcomes.
- Establishes Assessment Plan: The teacher uses multiple assessment modes and approaches, aligned with learning outcomes, to assess student learning before, during, and after instruction.
- Creates Design for Instruction: The teacher designs instruction for student characteristics and needs, and learning outcomes.
- Makes Instructional Decisions: The teacher uses ongoing analysis of student learning to make instructional decisions.
- Analyzes Student Learning: The teacher uses assessment data to profile student learning, and communicate information about student progress and achievement.
- Reflects and Evaluates Professional Practices: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practices.
The Teacher Work Sample will be assessed by two readers using standardized rubrics. The Teacher Education Program collects and evaluates the following information at this checkpoint:
- Rating on Work Sample Rubric for Contextual Factors
- Rating on Work Sample Rubric for Learning Outcomes
- Rating on Work Sample Rubric for Assessment Plan
- Rating on Work Sample Rubric for Design for Instruction
- Rating on Work Sample Rubric for Instructional Decision Making
- Rating on Work Sample Rubric for Analysis of Student Learning
- Rating on Work Sample Rubric for Reflection and Self Evaluation
- Rating on Work Sample Rubric for Written Communication
(This will not be in overall score.)
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