Iowa Administrative Code
Agency 282 - Educational Examiners Board
Chapter 13 - Issuance of Teacher Licenses and Endorsements
Rule 282-13.28 - Minimum Content Requirements for Teaching Endorsements
Universal Citation: IA Admin Code 282-13.28
Current through Register Vol. 47, No. 6, September 18, 2024
(1) Agriculture. 5-12. Completion of 24 semester credit hours in agriculture and agriculture education to include:
a. Foundations of vocational and career
education.
b. Planning and
implementing courses and curriculum.
c. Methods and techniques of instruction to
include evaluation of programs and students.
d. Coordination of cooperative education
programs.
e. Coursework in each of
the following areas and at least three semester credit hours in five of the
following areas:
(1) Agribusiness
systems.
(2) Power, structural, and
technical systems.
(3) Plant
systems.
(4) Animal
systems.
(5) Natural resources
systems.
(6) Environmental service
systems.
(7) Food products and
processing systems.
(2) Art. K-8 or 5-12. Completion of 24 semester hours in art to include coursework in art history, studio art, and two- and three-dimensional art.
(3) Business-all. 5-12. Completion of 30 semester hours in business to include 6 semester hours in accounting, 3 semester hours in business law to include contract law, 3 semester hours in computer and technical applications in business, 6 semester hours in marketing to include consumer studies, 3 semester hours in management, 6 semester hours in economics, and 3 semester hours in business communications to include formatting, language usage, and oral presentation. Coursework in entrepreneurship and in financial literacy may be a part of, or in addition to, the coursework listed above.
(4) Driver education. 5-12. Completion of 9 semester hours in driver education to include coursework in accident prevention that includes drug and alcohol abuse; vehicle safety; and behind-the-wheel driving.
(5) English/language arts.
a.
K-8. Completion of 24
semester hours in English and language arts to include coursework in oral
communication, written communication, language development, reading, children's
literature, creative drama or oral interpretation of literature, and American
literature.
b.
5-12. Completion of 24 semester hours in English to include
coursework in oral communication, written communication, language development,
reading, American literature, English literature and adolescent
literature.
(6) Language arts. 5-12. Completion of 40 semester hours in language arts to include coursework in the following areas:
a.
Written communication.
(1) Develops a wide range of strategies and
appropriately uses writing process elements (e.g., brainstorming, free-writing,
first draft, group response, continued drafting, editing, and self-reflection)
to communicate with different audiences for a variety of purposes.
(2) Develops knowledge of language structure
(e.g., grammar), language conventions (e.g., spelling and punctuation), media
techniques, figurative language and genre to create, critique, and discuss
print and nonprint texts.
b.
Oral communication.
(1) Understands oral language, listening, and
nonverbal communication skills; knows how to analyze communication
interactions; and applies related knowledge and skills to teach students to
become competent communicators in varied contexts.
(2) Understands the communication process and
related theories, knows the purpose and function of communication and
understands how to apply this knowledge to teach students to make appropriate
and effective choices as senders and receivers of messages in varied
contexts.
c.
Language development.
(1)
Understands inclusive and appropriate language, patterns and dialects across
cultures, ethnic groups, geographic regions and social roles.
(2) Develops strategies to improve competency
in the English language arts and understanding of content across the curriculum
for students whose first language is not English.
d.
Young adult literature, American
literature, and world literature.
(1) Reads, comprehends, and analyzes a wide
range of texts to build an understanding of self as well as the cultures of the
United States and the world in order to acquire new information, to respond to
the needs and demands of society and the workplace, and for personal
fulfillment. Among these texts are fiction and nonfiction, graphic novels,
classic and contemporary works, young adult literature, and nonprint
texts.
(2) Reads a wide range of
literature from many periods in many genres to build an understanding of the
many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience.
(3) Applies a wide
range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Draws on prior experience, interactions with other readers and writers,
knowledge of word meaning and of other texts, word identification strategies,
and an understanding of textual features (e.g., sound-letter correspondence,
sentence structure, context, graphics).
(4) Participates as a knowledgeable,
reflective, creative, and critical member of a variety of literacy
communities.
e.
Creative voice.
(1)
Understands the art of oral interpretation and how to provide opportunities for
students to develop and apply oral interpretation skills in individual and
group performances for a variety of audiences, purposes and
occasions.
(2) Understands the
basic skills of theatre production including acting, stage movement, and basic
stage design.
f.
Argumentation/debate.
(1)
Understands concepts and principles of classical and contemporary rhetoric and
is able to plan, prepare, organize, deliver and evaluate speeches and
presentations.
(2) Understands
argumentation and debate and how to provide students with opportunities to
apply skills and strategies for argumentation and debate in a variety of
formats and contexts.
g.
Journalism.
(1) Understands
ethical standards and major legal issues including First Amendment rights and
responsibilities relevant to varied communication content. Utilizes strategies
to teach students about the importance of freedom of speech in a democratic
society and the rights and responsibilities of communicators.
(2) Understands the writing process as it
relates to journalism (e.g., brainstorming, questioning, reporting, gathering
and synthesizing information, writing, editing, and evaluating the final media
product).
(3) Understands a variety
of forms of journalistic writing (e.g., news, sports, features, opinion,
Web-based) and the appropriate styles (e.g., Associated Press, multiple sources
with attribution, punctuation) and additional forms unique to journalism (e.g.,
headlines, cutlines, and/or visual presentations).
h.
Mass media production.
(1) Understands the role of the media in a
democracy and the importance of preserving that role.
(2) Understands how to interpret and analyze
various types of mass media messages in order for students to become critical
consumers.
(3) Develops the
technological skills needed to package media products effectively using various
forms of journalistic design with a range of visual and auditory
methods.
i.
Reading strategies (if not completed as part of the professional
education core requirements).
(1)
Uses a variety of skills and strategies to comprehend and interpret complex
fiction, nonfiction and informational text.
(2) Reads for a variety of purposes and
across content areas.
(7) World language. K-8 and 5-12. Completion of 24 semester hours in each world language for which endorsement is sought.
(8) Health. K-8 and 5-12. Completion of 24 semester hours in health to include coursework in public or community health, personal wellness, substance abuse, family life education, mental/emotional health, and human nutrition. A current certificate of CPR training is required in addition to the coursework requirements.
For holders of physical education or family and consumer science endorsements, completion of 18 credit hours in health to include coursework in public or community health, personal wellness, substance abuse, family life education, mental/emotional health, and human nutrition. A current certificate of CPR training is required in addition to the coursework requirements.
(9) Family and consumer sciences-general. 5-12. Completion of 24 semester hours in family and consumer sciences to include coursework in lifespan development, parenting and child development education, family studies, consumer resource management, textiles or apparel design and merchandising, housing, foods and nutrition, and foundations of career and technical education as related to family and consumer sciences.
(10) Industrial technology. 5-12. Completion of 24 semester hours in industrial technology to include coursework in manufacturing, construction, energy and power, graphic communications and transportation. The coursework is to include at least 6 semester hours in three different areas.
(11) Journalism. 5-12. Completion of 15 semester hours in journalism to include coursework in writing, editing, production and visual communications.
(12) Mathematics.
a.
K-8. Completion of 24
semester hours in mathematics to include coursework in algebra, geometry,
number theory, measurement, computer programming, and probability and
statistics.
b.
5-12.
(1) Completion of 24
semester hours in mathematics to include a linear algebra or an abstract
(modern) algebra course, a geometry course, a two-course sequence in calculus,
a computer programming course, a probability and statistics course, and
coursework in discrete mathematics.
(2) For holders of the physics 5-12
endorsement, completion of 17 semester hours in mathematics to include a
geometry course, a two-course sequence in calculus, a probability and
statistics course, and coursework in discrete mathematics.
(3) For holders of the all science 9-12
endorsement, completion of 17 semester hours in mathematics to include a
geometry course, a two-course sequence in calculus, a probability and
statistics course, and coursework in discrete mathematics.
c.
5-8 algebra for high school
credit. For a 5-8 algebra for high school credit endorsement, hold a
K-8 mathematics, middle school mathematics, K-8 STEM, or 5-8 STEM endorsement
and complete a college algebra or linear algebra class. This endorsement allows
the holder to teach algebra to grades 5-8 for high school credit.
d.
5-12 mathematics-basic.
Completion of 24 semester hours in mathematics which must minimally include a
course titled college algebra or a higher algebra course, a geometry course, a
computer programming course, and a probability and statistics course.
(13) Music.
a.
K-8. Completion of 24
semester hours in music to include coursework in music theory (at least two
courses), music history, and applied music, and a methods course in each of the
following: general, choral, and instrumental music.
b.
5-12. Completion of 24
semester hours in music to include coursework in music theory (at least two
courses), music history (at least two courses), applied music, and conducting,
and a methods course in each of the following: general, choral, and
instrumental music.
(14) Physical education.
a.
K-8. Completion of 24 semester hours in physical education to
include coursework in human anatomy, human physiology, movement education,
adaptive physical education, personal wellness, human growth and development of
children related to physical education, and first aid and emergency care. A
current certificate of CPR training is required in addition to the coursework
requirements.
b.
5-12. Completion of 24 semester hours in physical education to
include coursework in human anatomy, kinesiology, human physiology, human
growth and development related to maturational and motor learning, adaptive
physical education, curriculum and administration of physical education,
personal wellness, and first aid and emergency care. A current certificate of
CPR training is required in addition to the coursework requirements.
(15) Reading. K-8 and 5-12. Completion of 24 semester hours in reading to include all of the following requirements:
a.
Foundations
of reading. This requirement includes the following competencies:
(1) The practitioner demonstrates knowledge
of the psychological, sociocultural, motivational, and linguistic foundations
of reading and writing processes and instruction.
(2) The practitioner demonstrates knowledge
of a range of research pertaining to reading, writing, and learning, including
the analysis of scientifically based reading research, and knowledge of
histories of reading. The range of research encompasses research traditions
from the fields of the social sciences and other paradigms appropriate for
informing practice and also definitions of reading difficulties including but
not limited to dyslexia.
(3) The
practitioner demonstrates knowledge of the major components of reading, such as
comprehension, vocabulary, word identification, fluency, phonics, and phonemic
awareness, and effectively integrates curricular standards with student
interests, motivation, and background knowledge.
b.
Reading curriculum and
instruction. This requirement includes the following competencies:
(1) The practitioner demonstrates knowledge
of designing and implementing an integrated, comprehensive, and balanced
curriculum that addresses the major components of reading and contains a wide
range of texts, including but not limited to narrative, expository, and poetry,
and including traditional print, digital, and online resources.
(2) The practitioner uses knowledge of a
range of research-based strategies and instructional technology for designing
and delivering effective instruction, including appropriate interventions,
remediation, assistive technology, and classroom accommodations for students
with dyslexia and other difficulties.
(3) The practitioner demonstrates knowledge
of grouping students, selecting materials appropriate for learners with diverse
abilities at various stages of reading and writing development, differentiating
instruction to meet the unique needs of all learners, including students with
dyslexia, offering sufficient opportunities for students to practice reading
skills, and providing frequent and specific instructional feedback to guide
students' learning.
(4) The
practitioner demonstrates knowledge of designing instruction to meet the needs
of diverse populations, including populations in urban, suburban, and rural
settings, as well as for students from various cultural and linguistic
backgrounds.
(5) The practitioner
demonstrates knowledge of creating a literate physical environment which is low
risk, supports students as agents of their own learning, and supports a
positive socio-emotional impact for students to identify as readers.
c.
Reading assessment,
diagnosis and evaluation. This requirement includes the following
competencies:
(1) The practitioner understands
types of reading and writing assessments and their purposes, strengths, and
limitations.
(2) The practitioner
demonstrates knowledge of selecting and developing appropriate assessment
instruments, procedures, and practices that range from individual to group and
from formal to informal to alternative for the identification, screening, and
diagnosis of all students' reading proficiencies and needs including knowledge
of the signs and symptoms of dyslexia and other reading difficulties.
(3) The practitioner demonstrates knowledge
of assessment data analysis to inform, plan, measure, progress monitor, and
revise instruction for all students and to communicate the outcomes of ongoing
assessments to all stakeholders.
(4) The practitioner demonstrates awareness
of policies and procedures related to special programs, including Title
I.
d.
Reading in
the content areas. This requirement includes the following
competencies:
(1) The practitioner
demonstrates knowledge of morphology and the etymology of words, along with
text structure and the dimensions of content area vocabulary and comprehension,
including literal, interpretive, critical, and evaluative.
(2) The practitioner demonstrates an
understanding of reading theory, reading knowledge, and a variety of
research-based strategies and approaches to provide effective literacy
instruction into content areas.
(3)
The practitioner demonstrates knowledge of integrating literacy instruction
into content areas for all students, including but not limited to students with
disabilities, students who are at risk of academic failure, students who have
been identified as gifted and talented, students who have limited English
language proficiency, and students with dyslexia, whether or not such students
have been identified as children requiring special education under Iowa Code
chapter 256B.
e.
Language development. This requirement includes the following
competency: The practitioner uses knowledge of oral language development,
linguistics including phonology and phonological awareness, sound-symbol
association, syllable types, morphology, syntax and semantics and the
relationship of these components to typical and atypical reading development
and reading instruction, cognitive academic language development, oral and
written language proficiency (including second language development),
acquisition of reading skills, and the variations related to cultural and
linguistic diversity to provide effective instruction in reading and
writing.
f.
Oral
communication instruction. This requirement includes the following
competencies:
(1) The practitioner has
knowledge of the unique needs and backgrounds of students with language
differences and delays.
(2) The
practitioner uses effective strategies for facilitating the learning of
language for academic purposes by all learners.
g.
Written communication
instruction. This requirement includes the following competency: The
practitioner uses knowledge of reading-writing-speaking connections; the
writing process to include structures of language and grammar; the stages of
spelling development; the different types of writing, such as narrative,
expressive, persuasive, informational, and descriptive; and the connections
between oral and written language development to effectively teach writing as
communication.
h.
Children's fiction and nonfiction (K-8 only) or adolescent or young
adult fiction and nonfiction (5-12 only). This requirement includes
the following competency: The practitioner uses knowledge of children's
literature (K-8) or adolescent or young adult literature (5-12) for:
(1) Modeling the reading and writing of
varied genres, including fiction and nonfiction; technology-and media-based
information; and nonprint materials;
(2) Motivating through the use of texts at
multiple levels, representing broad interests, and reflecting varied cultures,
linguistic backgrounds, and perspectives; and
(3) Matching text complexities to the
proficiencies and needs of readers.
i.
Practicum. This
requirement includes the following competencies:
(1) The practitioner works with appropriately
licensed professionals who observe, evaluate, and provide feedback on the
practitioner's knowledge, dispositions, and performance of the teaching of
reading and writing.
(2) The
practitioner effectively uses reading and writing strategies, materials, and
assessments based upon appropriate reading and writing research and works with
colleagues and families in the support of children's reading and writing
development.
(16) Reading specialist. K-12. The applicant must have met the requirements for the standard license and a K-8 or 5-12 reading endorsement and must present evidence of at least three years of experience which included the teaching of reading as a significant part of the responsibility.
a.
Authorization. The holder of this endorsement is authorized to
serve as a reading specialist in kindergarten and grades one through
twelve.
b.
Program
requirements. Degree-master's.
c.
Content. Completion of a
sequence of courses and experiences which may have been a part of, or in
addition to, the degree requirements. This sequence is to be at least 24
semester hours to include the following:
(1)
Foundations of reading. The reading specialist will understand the historical,
theoretical, and evidence-based foundations of reading and writing processes
and instruction and will be able to interpret these findings to model exemplary
instructional methods for students with typical and atypical literacy
development and effectively develop and lead professional
development.
(2) Curriculum and
instruction. The reading specialist will use instructional approaches,
materials, and an integrated, comprehensive, balanced curriculum to support
student learning in reading and writing including the following:
1. Work collaboratively with teachers to
develop a literacy curriculum that has vertical and horizontal alignment K-12
and that uses instructional approaches supported by literature and research for
the following areas: print, phonemic awareness, phonics, fluency,
comprehension, vocabulary, writing, critical thinking, and
motivation.
2. Support classroom
teachers to implement and adapt in-depth instructional approaches, including
but not limited to approaches to improve decoding, comprehension, and
information retention, to meet the language-proficiency needs of English
language learners and the needs of students with reading difficulties or
reading disabilities, including appropriate interventions, remediation,
assistive technology, and classroom accommodations for students with dyslexia
and other difficulties within or outside the regular classroom.
3. Demonstrate a knowledge of a wide variety
of quality traditional print, digital, and online resources and support
classroom teachers in building and using a quality, accessible classroom
library and materials collection that meets the specific needs and abilities of
all learners.
4. Provide support
for curriculum and instruction through modeling, coteaching, observing,
planning, reviewing literacy data, and providing resources.
(3) Assessment, diagnosis, and
evaluation. The reading specialist will use a variety of assessment tools and
practices to plan and evaluate effective reading and writing instruction
including the following:
1. Demonstrate an
understanding of the literature and research related to assessments and their
purposes, including the strengths and limitations of assessments, and
assessment tools for screening, diagnosis, progress monitoring, and measuring
outcomes; demonstrate an understanding of the signs and symptoms of reading
difficulties including but not limited to dyslexia; and also demonstrate an
understanding of district and state assessments, proficiency standards and
student benchmarks.
2. Select,
administer, and interpret assessments for specific purposes, including
collaboration with teachers in the analysis of data, and leading schoolwide or
districtwide scale analyses to select assessment tools that provide a systemic
framework for assessing reading, writing, and language growth of all students,
including those with reading difficulties and reading disabilities including
but not limited to students with dyslexia and English language
learners.
3. Use assessment
information to plan and evaluate instruction, including multiple data sources
for analysis and instructional planning, for examining the effectiveness of
specific intervention practices and students' responses to interventions
including appropriate interventions, remediation, assistive technology, and
classroom accommodations for students with dyslexia and other difficulties, and
to plan professional development initiatives.
4. Communicate assessment results and
implications to a variety of audiences.
(4) Administration and supervision of reading
programs. The reading specialist will:
1.
Demonstrate foundational knowledge of adult learning theories and related
research about organizational change, professional development, and school
culture.
2. Demonstrate the
practical application of literacy leadership including planning, developing,
supervising, and evaluating literacy programs at all levels.
3. Demonstrate knowledge of supervising an
overall reading program, including but not limited to staffing; budgetary
practices; planning, preparing, and selecting materials; subsystems; special
provisions; and evaluating teacher performance.
4. Participate in, design, facilitate, lead,
and evaluate effective and differentiated professional development programs to
effectively implement literacy instruction.
5. Demonstrate an understanding of local,
state, and national policies that affect reading and writing
instruction.
6. Promote effective
communication and collaboration among stakeholders, including parents and
guardians, teachers, administrators, policymakers, and community members, and
advocate for change when necessary to promote effective literacy
instruction.
(5)
Educational research, measurement and evaluation. The reading specialist will
effectively utilize existing research and learn to conduct new research to
continuously improve the design and implementation of a comprehensive reading
system.
(6) Psychology of language
and reading. The reading specialist will understand the highly complex
processes by which children learn to speak, read, and write, including language
acquisition, linguistics including phonology and phonological awareness,
sound-symbol association, syllable types, morphology, syntax and semantics and
the relationship of these components to typical and atypical reading
development and reading instruction, ranges of individual differences, reading
difficulties and reading disabilities, including but not limited to dyslexia,
and the importance of the role of diversity in learning to read and
write.
(7) Practicum in reading
leadership. The reading specialist will participate in elementary and secondary
practicum experiences with licensed teachers who are serving in leadership
roles in the area of reading.
(17) Science.
a.
Science-basic. K-8.
(1) Required coursework. Completion of at
least 24 semester hours in science to include 12 hours in physical sciences, 6
hours in biology, and 6 hours in earth/space sciences.
(2) Pedagogy competencies.
1. Understand the nature of scientific
inquiry, its central role in science, and how to use the skills and processes
of scientific inquiry.
2.
Understand the fundamental facts and concepts in major science
disciplines.
3. Be able to make
conceptual connections within and across science disciplines, as well as to
mathematics, technology, and other school subjects.
4. Be able to use scientific understanding
when dealing with personal and societal issues.
b.
Biological science. 5-12.
Completion of 24 semester hours in biological science or 30 semester hours in
the broad area of science to include 15 semester hours in biological
science.
c.
Chemistry. 5-12. Completion of 24 semester hours in chemistry
or 30 semester hours in the broad area of science to include 15 semester hours
in chemistry.
d.
Earth
science. 5-12. Completion of 24 semester hours in earth science or 30
semester hours in the broad area of science to include 15 semester hours in
earth science.
e.
Basic
science. 5-12. Completion of 24 semester hours of credit in science to
include the following:
(1) Six semester hours
of credit in earth and space science to include the following essential
concepts and skills:
1. Understand and apply
knowledge of energy in the earth system.
2. Understand and apply knowledge of
geochemical cycles.
(2)
Six semester hours of credit in life science/biological science to include the
following essential concepts and skills:
1.
Understand and apply knowledge of the cell.
2. Understand and apply knowledge of the
molecular basis of heredity.
3.
Understand and apply knowledge of the interdependence of organisms.
4. Understand and apply knowledge of matter,
energy, and organization in living systems.
5. Understand and apply knowledge of the
behavior of organisms.
(3) Six semester hours of credit in
physics/physical science to include the following essential concepts and
skills:
1. Understand and apply knowledge of
the structure of atoms.
2.
Understand and apply knowledge of the structure and properties of
matter.
3. Understand and apply
knowledge of motions and forces.
4.
Understand and apply knowledge of interactions of energy and matter.
(4) Six semester hours of credit
in chemistry to include the following essential concepts and skills:
1. Understand and apply knowledge of chemical
reactions.
2. Be able to design and
conduct scientific investigations.
f.
Physical science.
Rescinded IAB 11/14/12, effective 12/19/12.
g.
Physics.
(1) 5-12. Completion of 24 semester hours in
physics or 30 semester hours in the broad area of science to include 15
semester hours in physics.
(2) For
holders of the mathematics 5-12 endorsement, completion of:
1. 12 credits of physics to include
coursework in mechanics, electricity, and magnetism; and
2. A methods class that includes
inquiry-based instruction, resource management, and laboratory
safety.
(3) For holders
of the chemistry 5-12 endorsement, completion of 12 credits of physics to
include coursework in mechanics, electricity, and magnetism.
h.
All science I.
Rescinded IAB 11/14/12, effective 12/19/12.
i.
All science. 5-12.
(1) Completion of 36 semester hours of credit
in science to include the following:
1. Nine
semester hours of credit in earth and space science to include the following
essential concepts and skills:
* Understand and apply knowledge of energy in the earth system.
* Understand and apply knowledge of geochemical cycles.
* Understand and apply knowledge of the origin and evolution of the earth system.
* Understand and apply knowledge of the origin and evolution of the universe.
2. Nine
semester hours of credit in life science/biological science to include the
following essential concepts and skills:
* Understand and apply knowledge of the cell.
* Understand and apply knowledge of the molecular basis of heredity.
* Understand and apply knowledge of the interdependence of organisms.
* Understand and apply knowledge of matter, energy, and organization in living systems.
* Understand and apply knowledge of the behavior of organisms.
* Understand and apply knowledge of biological evolution.
3. Nine semester
hours of credit in physics/physical science to include the following essential
concepts and skills:
* Understand and apply knowledge of the structure of atoms.
* Understand and apply knowledge of the structure and properties of matter.
* Understand and apply knowledge of motions and forces.
* Understand and apply knowledge of interactions of energy and matter.
* Understand and apply knowledge of conservation of energy and increase in disorder.
4.
Nine semester hours of credit in chemistry to include the following essential
concepts and skills:
* Understand and apply knowledge of chemical reactions.
* Be able to design and conduct scientific investigations.
(2) Pedagogy competencies.
1. Understand the nature of scientific
inquiry, its central role in science, and how to use the skills and processes
of scientific inquiry.
2.
Understand the fundamental facts and concepts in major science
disciplines.
3. Be able to make
conceptual connections within and across science disciplines, as well as to
mathematics, technology, and other school subjects.
4. Be able to use scientific understanding
when dealing with personal and societal issues.
(18) Social sciences.
a.
American
government. 5-12. Completion of 24 semester hours in American
government or 30 semester hours in the broad area of social sciences to include
15 semester hours in American government.
b.
American history. 5-12.
Completion of 24 semester hours in American history or 30 semester hours in the
broad area of social sciences to include 15 semester hours in American
history.
c.
Anthropology. 5-12. Completion of 24 semester hours in
anthropology or 30 semester hours in the broad area of social sciences to
include 15 semester hours in anthropology.
d.
Economics. 5-12.
Completion of 24 semester hours in economics or 30 semester hours in the broad
area of social sciences to include 15 semester hours in economics, or 30
semester hours in the broad area of business to include 15 semester hours in
economics.
e.
Geography. 5-12. Completion of 24 semester hours in geography
or 30 semester hours in the broad area of social sciences to include 15
semester hours in geography.
f.
History. K-8. Completion of 24 semester hours in history to
include at least 9 semester hours in American history and 9 semester hours in
world history.
g.
Psychology. 5-12. Completion of 24 semester hours in
psychology or 30 semester hours in the broad area of social sciences to include
15 semester hours in psychology.
h.
Social studies. K-8. Completion of 24 semester hours in social
studies, to include coursework from at least three of these areas: history,
sociology, economics, American government, psychology and geography.
i.
Sociology. 5-12.
Completion of 24 semester hours in sociology or 30 semester hours in the broad
area of social sciences to include 15 semester hours in sociology.
j.
World history. 5-12.
Completion of 24 semester hours in world history or 30 semester hours in the
broad area of social sciences to include 15 semester hours in world
history.
k.
All social
sciences. 5-12. Completion of 51 semester hours in the social sciences
to include 9 semester hours in each of American and world history, 9 semester
hours in government, 6 semester hours in sociology, 6 semester hours in
psychology other than educational psychology, 6 semester hours in geography,
and 6 semester hours in economics.
l.
Social sciences-basic.
5-12. Completion of 27 semester hours to include 9 semester hours in each of
American history, world history, and American government. Holders of the 5-12
social sciences-basic endorsement may add the following endorsements with 6
semester hours per endorsement area: 5-12 economics, 5-12 geography, 5-12
psychology, or 5-12 sociology.
(19) Speech communication/theatre.
a.
K-8. Completion of 20 semester hours in speech
communication/theatre to include coursework in speech communication, creative
drama or theatre, and oral interpretation.
b.
5-12. Completion of 24
semester hours in speech communication/theatre to include coursework in speech
communication, oral interpretation, creative drama or theatre, argumentation
and debate, and mass media communication.
(20) English as a second language (ESL). K-12.
a.
Authorization. The holder of this endorsement is authorized to
teach English as a second language in kindergarten and grades one through
twelve.
b.
Content. Completion of 18 semester hours of coursework in
English as a second language to include the following:
(1) Knowledge of pedagogy to include the
following:
1. Methods and curriculum to
include the following:
* Bilingual and ESL methods.
* Literacy in native and second language.
* Methods for subject matter content.
* Adaptation and modification of curriculum.
2. Assessment to include language proficiency
and academic content.
(2)
Knowledge of linguistics to include the following:
1. Psycholinguistics and
sociolinguistics.
2. Language
acquisition and proficiency to include the following:
* Knowledge of first and second language proficiency.
* Knowledge of first and second language acquisition.
* Language to include structure and grammar of English.
(3)
Knowledge of cultural and linguistic diversity to include the following:
1. History.
2. Theory, models, and research.
3. Policy and legislation.
(4) Current issues with transient
populations.
(21) Elementary school teacher librarian.
a.
Authorization. The holder of this endorsement is authorized to
serve as a teacher librarian in prekindergarten through grade eight.
b.
Content. Completion of 24
semester hours in school library coursework to include the following:
(1) Literacy and reading. This requirement
includes the following competencies:
1.
Practitioners collaborate with other teachers to integrate developmentally
appropriate literature in multiple formats to support literacy in
children.
2. Practitioners
demonstrate knowledge of resources and strategies to foster leisure reading and
model personal enjoyment of reading among children, based on familiarity with
selection tools and current trends in literature for children.
(2) Information and knowledge.
This requirement includes the following competencies:
1. Practitioners teach multiple strategies to
locate, analyze, evaluate, and ethically use information in the context of
inquiry-based learning.
2.
Practitioners advocate for flexible and open access to library resources, both
physical and virtual.
3.
Practitioners uphold and promote the legal and ethical codes of their
profession, including privacy, confidentiality, freedom and equity of access to
information.
4. Practitioners use
skills and knowledge to assess reference sources, services, and tools in order
to mediate between information needs and resources to assist learners in
determining what they need.
5.
Practitioners model and facilitate authentic learning with current and emerging
digital tools for locating, analyzing, evaluating and ethically using
information resources to support research, learning, creating, and
communicating in a digital society.
6. Practitioners demonstrate knowledge of
creative and innovative uses of technologies to engage students and facilitate
higher-level thinking.
7.
Practitioners develop an articulated information literacy curriculum grounded
in research related to the information search process.
(3) Program administration and leadership.
This requirement includes the following competencies:
1. Practitioners evaluate and select print,
nonprint, and digital resources using professional selection tools and
evaluation criteria to develop and manage a quality collection designed to meet
the diverse curricular, personal, and professional needs of the educational
community.
2. Practitioners
demonstrate knowledge necessary to organize the library collections according
to current standard library cataloging and classification principles.
3. Practitioners develop policies and
procedures to support ethical use of information, intellectual freedom,
selection and reconsideration of library materials, and the privacy of
users.
4. Practitioners develop
strategies for working with regular classroom teachers, support services
personnel, paraprofessionals, and other individuals involved in the educational
program.
(4) Practicum.
This requirement includes the following competencies:
1. Practitioners apply knowledge of learning
styles, stages of human growth and development, and cultural influences of
learning at the elementary level.
2. Practitioners implement the principles of
effective teaching and learning that contribute to an active, inquiry-based
approach to learning in a digital environment at the elementary
level.
3. Practitioners understand
the teacher librarian role in curriculum development and the school improvement
process at the elementary level.
4.
Practitioners collaborate to integrate information literacy and emerging
technologies into content area curricula at the elementary level.
(22) Secondary school teacher librarian.
a.
Authorization. The holder
of this endorsement is authorized to serve as a teacher librarian in grades
five through twelve.
b.
Content. Completion of 24 semester hours in school library
coursework to include the following:
(1)
Literacy and reading. This requirement includes the following competencies:
1. Practitioners collaborate with other
teachers to integrate developmentally appropriate literature in multiple
formats to support literacy in young adults.
2. Practitioners demonstrate knowledge of
resources and strategies to foster leisure reading and model personal enjoyment
of reading among young adults, based on familiarity with selection tools and
current trends in literature for young adults.
(2) Information and knowledge. This
requirement includes the following competencies:
1. Practitioners teach multiple strategies to
locate, analyze, evaluate, and ethically use information in the context of
inquiry-based learning.
2.
Practitioners advocate for flexible and open access to library resources, both
physical and virtual.
3.
Practitioners uphold and promote the legal and ethical codes of their
profession, including privacy, confidentiality, freedom and equity of access to
information.
4. Practitioners use
skills and knowledge to assess reference sources, services, and tools in order
to mediate between information needs and resources to assist learners in
determining what they need.
5.
Practitioners model and facilitate authentic learning with current and emerging
digital tools for locating, analyzing, evaluating and ethically using
information resources to support research, learning, creating, and
communicating in a digital society.
6. Practitioners demonstrate knowledge of
creative and innovative uses of technologies to engage students and facilitate
higher-level thinking.
7.
Practitioners develop an articulated information literacy curriculum grounded
in research related to the information search process.
(3) Program administration and leadership.
This requirement includes the following competencies:
1. Practitioners evaluate and select print,
nonprint, and digital resources using professional selection tools and
evaluation criteria to develop and manage a quality collection designed to meet
the diverse curricular, personal, and professional needs of the educational
community.
2. Practitioners
demonstrate knowledge necessary to organize the library collections according
to current standard library cataloging and classification principles.
3. Practitioners develop policies and
procedures to support ethical use of information, intellectual freedom,
selection and reconsideration of library materials, and the privacy of
users.
4. Practitioners develop
strategies for working with regular classroom teachers, support services
personnel, paraprofessionals, and other individuals involved in the educational
program.
(4) Practicum.
This requirement includes the following competencies:
1. Practitioners apply knowledge of learning
styles, stages of human growth and development, and cultural influences of
learning at the secondary level.
2.
Practitioners implement the principles of effective teaching and learning that
contribute to an active, inquiry-based approach to learning in a digital
environment at the secondary level.
3. Practitioners understand the teacher
librarian role in curriculum development and the school improvement process at
the secondary level.
4.
Practitioners collaborate to integrate information literacy and emerging
technologies into content area curricula at the secondary level.
(23) School teacher librarian. PK-12.
a.
Authorization. The holder
of this endorsement is authorized to serve as a teacher librarian in
prekindergarten through grade twelve. The applicant must be the holder of or
eligible for the initial license.
b.
Program requirements.
Degree-master's.
c.
Content. Completion of a sequence of courses and experiences
which may have been part of, or in addition to, the degree requirements. This
sequence is to be at least 30 semester hours in school library coursework, to
include the following:
(1) Literacy and
reading. This requirement includes the following competencies:
1. Practitioners collaborate with other
teachers to integrate developmentally appropriate literature in multiple
formats to support literacy for youth of all ages.
2. Practitioners demonstrate knowledge of
resources and strategies to foster leisure reading and model personal enjoyment
of reading, based on familiarity with selection tools and current trends in
literature for youth of all ages.
3. Practitioners understand how to develop a
collection of reading and informational materials in print and digital formats
that supports the diverse developmental, cultural, social and linguistic needs
of all learners and their communities.
4. Practitioners model and teach reading
comprehension strategies to create meaning from text for youth of all
ages.
(2) Information and
knowledge. This requirement includes the following competencies:
1. Practitioners teach multiple strategies to
locate, analyze, evaluate, and ethically use information in the context of
inquiry-based learning.
2.
Practitioners advocate for flexible and open access to library resources, both
physical and virtual.
3.
Practitioners uphold and promote the legal and ethical codes of their
profession, including privacy, confidentiality, freedom and equity of access to
information.
4. Practitioners use
skills and knowledge to assess reference sources, services, and tools in order
to mediate between information needs and resources to assist learners in
determining what they need.
5.
Practitioners model and facilitate authentic learning with current and emerging
digital tools for locating, analyzing, evaluating and ethically using
information resources to support research, learning, creating, and
communicating in a digital society.
6. Practitioners demonstrate knowledge of
creative and innovative uses of technologies to engage students and facilitate
higher-level thinking.
7.
Practitioners develop an articulated information literacy curriculum grounded
in research related to the information search process.
8. Practitioners understand the process of
collecting, interpreting, and using data to develop new knowledge to improve
the school library program.
9.
Practitioners employ the methods of research in library and information
science.
(3) Program
administration and leadership. This requirement includes the following
competencies:
1. Practitioners evaluate and
select print, nonprint, and digital resources using professional selection
tools and evaluation criteria to develop and manage a quality collection
designed to meet the diverse curricular, personal, and professional needs of
the educational community.
2.
Practitioners demonstrate knowledge necessary to organize the library
collections according to current standard library cataloging and classification
principles.
3. Practitioners
develop policies and procedures to support ethical use of information,
intellectual freedom, selection and reconsideration of library materials, and
the privacy of users of all ages.
4. Practitioners develop strategies for
working with regular classroom teachers, support services personnel,
paraprofessionals, and other individuals involved in the educational
program.
5. Practitioners
demonstrate knowledge of best practices related to planning, budgeting
(including alternative funding), organizing, and evaluating human and
information resources and facilities to ensure equitable access.
6. Practitioners understand strategic
planning to ensure that the school library program addresses the needs of
diverse communities.
7.
Practitioners advocate for school library and information programs, resources,
and services among stakeholders.
8.
Practitioners promote initiatives and partnerships to further the mission and
goals of the school library program.
(4) Practicum. This requirement includes the
following competencies:
1. Practitioners apply
knowledge of learning styles, stages of human growth and development, and
cultural influences of learning at the elementary and secondary
levels.
2. Practitioners implement
the principles of effective teaching and learning that contribute to an active,
inquiry-based approach to learning in a digital environment at the elementary
and secondary levels.
3.
Practitioners understand the teacher librarian role in curriculum development
and the school improvement process at the elementary and secondary
levels.
4. Practitioners
collaborate to integrate information literacy and emerging technologies into
content area curricula.
(24) Talented and gifted teacher.
a.
Authorization. The holder of this endorsement is authorized to
serve as a teacher or a coordinator of programs for the talented and gifted
from the prekindergarten level through grade twelve. This authorization does
not permit general classroom teaching at any level except that level or area
for which the holder is eligible or holds the specific endorsement.
b.
Program
requirements-content. Completion of 12 undergraduate or graduate
semester hours of coursework in the area of the talented and gifted to include
the following:
(1) Psychology of the gifted.
1. Social needs.
2. Emotional needs.
(2) Programming for the gifted.
1. Prekindergarten-12
identification.
2. Differentiation
strategies.
3. Collaborative
teaching skills.
4. Program goals
and performance measures.
5.
Program evaluation.
(3)
Practicum experience in gifted programs.
NOTE: Teachers in specific subject areas will not be required to hold this endorsement if they teach gifted students in their respective endorsement areas.
(25) American Sign Language endorsement.
a.
Authorization. The holder of this endorsement is authorized to
teach American Sign Language in kindergarten and grades one through
twelve.
b.
Content. Completion of 18 semester hours of coursework in
American Sign Language to include the following:
(1) Second language acquisition.
(2) Sociology of the deaf and hard-of-hearing
community.
(3) Linguistic structure
of American Sign Language.
(4)
Language teaching methodology specific to American Sign Language.
(5) Teaching the culture of deaf and
hard-of-hearing people.
(6)
Assessment of students in an American Sign Language program.
(26) Elementary professional school counselor.
a.
Authorization. The holder of this endorsement is authorized to
serve as a professional school counselor in kindergarten and grades one through
eight.
b.
Program
requirements. Master's degree from an accredited institution of higher
education.
c.
Content. Completion of a sequence of courses and experiences
which may have been a part of, or in addition to, the degree requirements to
include the following:
(1) Nature and needs of
individuals at all developmental levels.
1.
Develop strategies for facilitating development through the transition from
childhood to adolescence and from adolescence to young adulthood.
2. Apply knowledge of learning and
personality development to assist students in developing their full
potential.
(2) Social and
cultural foundations.
1. Demonstrate awareness
of and sensitivity to the unique social, cultural, and economic circumstances
of students and their racial/ethnic, gender, age, physical, and learning
differences.
2. Demonstrate
sensitivity to the nature and the functioning of the student within the family,
school and community contexts.
3.
Demonstrate the counseling and consultation skills needed to facilitate
informed and appropriate action in response to the needs of
students.
(3) Fostering
of relationships.
1. Employ effective
counseling and consultation skills with students, parents, colleagues,
administrators, and others.
2.
Communicate effectively with parents, colleagues, students and
administrators.
3. Counsel students
in the areas of personal, social, academic, and career development.
4. Assist families in helping their children
address the personal, social, and emotional concerns and problems that may
impede educational progress.
5.
Implement developmentally appropriate counseling interventions with children
and adolescents.
6. Demonstrate the
ability to negotiate and move individuals and groups toward consensus or
conflict resolution or both.
7.
Refer students for specialized help when appropriate.
8. Value the well-being of the students as
paramount in the counseling relationship.
(4) Group work.
1. Implement developmentally appropriate
interventions involving group dynamics, counseling theories, group counseling
methods and skills, and other group work approaches.
2. Apply knowledge of group counseling in
implementing appropriate group processes for elementary, middle school, and
secondary students.
(5)
Career development, education, and postsecondary planning.
1. Assist students in the assessment of their
individual strengths, weaknesses, and differences, including those that relate
to academic achievement and future plans.
2. Apply knowledge of career assessment and
career choice programs.
3.
Implement occupational and educational placement, follow-up and
evaluation.
4. Develop a counseling
network and provide resources for use by students in personalizing the
exploration of postsecondary educational opportunities.
(6) Assessment and evaluation.
1. Demonstrate individual and group
approaches to assessment and evaluation.
2. Demonstrate an understanding of the proper
administration and uses of standardized tests.
3. Apply knowledge of test administration,
scoring, and measurement concerns.
4. Apply evaluation procedures for monitoring
student achievement.
5. Apply
assessment information in program design and program modifications to address
students' needs.
6. Apply knowledge
of legal and ethical issues related to assessment and student
records.
(7) Professional
orientation.
1. Apply knowledge of history,
roles, organizational structures, ethics, standards, and
credentialing.
2. Maintain a high
level of professional knowledge and skills.
3. Apply knowledge of professional and
ethical standards to the practice of school counseling.
4. Articulate the professional school
counselor role to school personnel, parents, community, and students.
(8) School counseling skills.
1. Design, implement, and evaluate a
comprehensive, developmental school counseling program.
2. Implement and evaluate specific strategies
designed to meet program goals and objectives.
3. Consult and coordinate efforts with
resource persons, specialists, businesses, and agencies outside the school to
promote program objectives.
4.
Provide information appropriate to the particular educational transition and
assist students in understanding the relationship that their curricular
experiences and academic achievements will have on subsequent educational
opportunities.
5. Assist parents
and families in order to provide a supportive environment in which students can
become effective learners and achieve success in pursuit of appropriate
educational goals.
6. Provide
training, orientation, and consultation assistance to faculty, administrators,
staff, and school officials to assist them in responding to the social,
emotional, and educational development of all students.
7. Collaborate with teachers, administrators,
and other educators in ensuring that appropriate educational experiences are
provided that allow all students to achieve success.
8. Assist in the process of identifying and
addressing the needs of the exceptional student.
9. Apply knowledge of legal and ethical
issues related to child abuse and mandatory reporting.
10. Advocate for the educational needs of
students and work to ensure that these needs are addressed at every level of
the school experience.
11. Promote
use of school counseling and educational and career planning activities and
programs involving the total school community to provide a positive school
climate.
(9) Classroom
management.
1. Apply effective classroom
management strategies as demonstrated in delivery of classroom and large group
school counseling curriculum.
2.
Consult with teachers and parents about effective classroom management and
behavior management strategies.
(10) Curriculum.
1. Write classroom lessons including
objectives, learning activities, and discussion questions.
2. Utilize various methods of evaluating what
students have learned in classroom lessons.
3. Demonstrate competency in conducting
classroom and other large group activities, utilizing an effective lesson plan
design, engaging students in the learning process, and employing
age-appropriate classroom management strategies.
4. Design a classroom unit of developmentally
appropriate learning experiences.
5. Demonstrate knowledge in writing standards
and benchmarks for curriculum.
(11) Learning theory.
1. Identify and consult with teachers about
how to create a positive learning environment utilizing such factors as
effective classroom management strategies, building a sense of community in the
classroom, and cooperative learning experiences.
2. Identify and consult with teachers
regarding teaching strategies designed to motivate students using small group
learning activities, experiential learning activities, student mentoring
programs, and shared decision-making opportunities.
3. Demonstrate knowledge of child and
adolescent development and identify developmentally appropriate teaching and
learning strategies.
(12)
Teaching and counseling practicum. The candidate will complete a preservice
supervised practicum of a minimum of 100 hours, and at least 40 of these hours
must be direct service. Candidates will complete a supervised internship for a
minimum of 600 hours, and at least 240 of these hours must be direct service.
For candidates seeking both the K-8 and 5-12 professional school counselor
endorsements, a minimum of 100 hours of the practicum or internship experiences
listed above must be completed at each of the desired endorsement
levels.
(27) Secondary professional school counselor.
a.
Authorization. The holder
of this endorsement is authorized to serve as a professional school counselor
in grades five through twelve.
b.
Program requirements. Master's degree from an accredited
institution of higher education.
c.
Content. Completion of a sequence of courses and experiences
which may have been a part of, or in addition to, the degree requirements to
include:
(1) The competencies listed in
subparagraphs 13.28(26)"c" (1) to (11).
(2) The teaching and counseling practicum.
The candidate will complete a preservice supervised practicum and an internship
that meet the requirements set forth in 13.28(26)"c"
(12).
(28) School nurse endorsement. The school nurse endorsement does not authorize general classroom teaching, although it does authorize the holder to teach health at all grade levels. Alternatively, a nurse may obtain a statement of professional recognition (SPR) from the board of educational examiners, in accordance with the provisions set out in 282-Chapter 16, Statements of Professional Recognition (SPR).
a.
Authorization. The holder
of this endorsement is authorized to provide service as a school nurse at the
prekindergarten and kindergarten levels and in grades one through
twelve.
b.
Content.
(1) Organization
and administration of school nurse services including the appraisal of the
health needs of children and youth.
(2) School-community relationships and
resources/coordination of school and community resources to serve the health
needs of children and youth.
(3)
Knowledge and understanding of the health needs of exceptional
children.
(4) Health
education.
c.
Other. Hold a license as a registered nurse issued by the Iowa
board of nursing.
(29) Athletic coach. K-12. An applicant for the coaching endorsement must hold a teacher's license with one of the teaching endorsements.
a.
Authorization. The holder of this endorsement may serve as a
head coach or an assistant coach in kindergarten and grades one through
twelve.
b.
Program
requirements.
(1) One semester hour
college or university course in the structure and function of the human body in
relation to physical activity, and
(2) One semester hour college or university
course in human growth and development of children and youth as related to
physical activity, and
(3) Two
semester hour college or university course in athletic conditioning, care and
prevention of injuries and first aid as related to physical activity,
and
(4) One semester hour college
or university course in the theory of coaching interscholastic athletics,
and
(5) Successful completion of
the concussion training approved by the Iowa High School Athletic Association
or Iowa Girls High School Athletic Union, and
(6) A current certificate of CPR
training.
(30) Content specialist endorsement. Rescinded IAB 12/16/20, effective 1/20/21.
(31) Engineering. 5-12.
a.
Completion of 24 semester hours in engineering coursework.
b. Methods and strategies of STEM instruction
or methods of teaching science or mathematics.
(32) STEM.
a.
K-8.
(1) Authorization. The holder of this
endorsement is authorized to teach science, mathematics, and integrated STEM
courses in kindergarten through grade eight.
(2) Program requirements. Be the holder of
the teacher-elementary classroom endorsement.
(3) Content.
1. Completion of a minimum of 12 semester
hours of college-level science.
2.
Completion of a minimum of 12 semester hours of college-level math (or the
completion of Calculus I) to include coursework in computer
programming.
3. Completion of a
minimum of 3 semester hours of coursework in content or pedagogy of engineering
and technological design that includes engineering design processes or
programming logic and problem-solving models and that may be met through either
of the following:
* Engineering and technological design courses for education majors;
* Technology or engineering content coursework.
4. Completion of
a minimum of 6 semester hours of required coursework in STEM curriculum and
methods to include the following essential concepts and skills:
* Comparing and contrasting the nature and goals of each of the STEM disciplines;
* Promoting learning through purposeful, authentic, real-world connections;
* Integration of content and context of each of the STEM disciplines;
* Interdisciplinary/transdisciplinary approaches to teaching (including but not limited to problem-based learning and project-based learning);
* Curriculum and standards mapping;
* Engaging subject-matter experts (including but not limited to colleagues, parents, higher education faculty/students, business partners, and informal education agencies) in STEM experiences in and out of the classroom;
* Assessment of integrative learning approaches;
* Information literacy skills in STEM;
* Processes of science and scientific inquiry;
* Mathematical problem-solving models;
* Communicating to a variety of audiences;
* Classroom management in project-based classrooms;
* Instructional strategies for the inclusive classroom;
* Computational thinking;
* Mathematical and technological modeling.
5. Completion of a STEM field experience of a
minimum of 30 contact hours that may be met through the following:
* Completing a STEM research experience;
* Participating in a STEM internship at a STEM business or informal education organization; or
* Leading a STEM extracurricular activity.
b.
5-8.
(1) Authorization. The holder of this
endorsement is authorized to teach science, mathematics, and integrated STEM
courses in grades five through eight.
(2) Program requirements. Be the holder of a
5-12 science, mathematics, or industrial technology endorsement or 5-8 middle
school mathematics or science endorsement.
(3) Content.
1. Completion of a minimum of 12 semester
hours of college-level science.
2.
Completion of a minimum of 12 semester hours of college-level math (or the
completion of Calculus I) to include coursework in computer
programming.
3. Completion of a
minimum of 3 semester hours of coursework in content or pedagogy of engineering
and technological design that includes engineering design processes or
programming logic and problem-solving models and that may be met through either
of the following:
* Engineering and technological design courses for education majors;
* Technology or engineering content coursework.
4. Completion of
a minimum of 6 semester hours of required coursework in STEM curriculum and
methods to include the following essential concepts and skills:
* Comparing and contrasting the nature and goals of each of the STEM disciplines;
* Promoting learning through purposeful, authentic, real-world connections;
* Integration of content and context of each of the STEM disciplines;
* Interdisciplinary/transdisciplinary approaches to teaching (including but not limited to problem-based learning and project-based learning);
* Curriculum and standards mapping;
* Engaging subject-matter experts (including but not limited to colleagues, parents, higher education faculty/students, business partners, and informal education agencies) in STEM experiences in and out of the classroom;
* Assessment of integrative learning approaches;
* Information literacy skills in STEM;
* Processes of science and scientific inquiry;
* Mathematical problem-solving models;
* Communicating to a variety of audiences;
* Classroom management in project-based classrooms;
* Instructional strategies for the inclusive classroom;
* Computational thinking;
* Mathematical and technological modeling.
5. Completion of a STEM field experience of a
minimum of 30 contact hours that may be met through the following:
* Completing a STEM research experience;
* Participating in a STEM internship at a STEM business or informal education organization; or
* Leading a STEM extracurricular activity.
c.
Specialist
K-12.
(1) Authorization. The holder
of this endorsement is authorized to serve as a STEM specialist in kindergarten
and grades one through twelve.
(2)
Program requirements.
1. The applicant must
have met the requirements for a standard Iowa teaching license and a teaching
endorsement in mathematics, science, engineering, industrial technology, or
agriculture.
2. The applicant must
hold a master's degree in math, science, engineering or technology or another
area with at least 12 hours of college-level science and at least 12 hours of
college-level math (or completion of Calculus I) to include coursework in
computer programming.
(3)
Content.
1. Completion of a minimum of 3
semester hours of coursework in content or pedagogy of engineering and
technological design that includes engineering design processes or programming
logic and problem-solving models and that may be met through either of the
following:
* Engineering and technological design courses for education majors;
* Technology or engineering content coursework.
2. Completion of
9 semester hours in professional development to include the following essential
concepts and skills:
* STEM curriculum and methods:
- Comparing and contrasting the nature and goals of each of the STEM disciplines;
- Promoting learning through purposeful, authentic, real-world connections;
- Integration of content and context of each of the STEM disciplines;
- Interdisciplinary/transdisciplinary approaches to teaching (including but not limited to problem-based learning and project-based learning);
- Curriculum/standards mapping;
- Assessment of integrative learning approaches;
- Information literacy skills in STEM;
- Processes of science/scientific inquiry;
- Mathematical problem-solving models;
- Classroom management in project-based classrooms;
- Instructional strategies for the inclusive classroom;
- Computational thinking;
- Mathematical and technological modeling.
* STEM experiential learning:
- Engaging subject-matter experts (including but not limited to colleagues, parents, higher education faculty/students, business partners, and informal education agencies) in STEM experiences in and out of the classroom;
- STEM research experiences;
- STEM internship at a STEM business or informal education organization;
- STEM extracurricular activity;
- Communicating to a variety of audiences.
* Leadership in STEM:
- STEM curriculum development and assessment;
- Curriculum mapping;
- Assessment of student engagement;
- STEM across the curriculum;
- Research on best practices in STEM;
- STEM curriculum accessibility for all students.
3. Completion of
an internship/externship professional experience or prior professional
experience in STEM for a minimum of 90 contact hours.
(33) Multioccupations.
a.
Completion of any 5-12 endorsement and, in addition thereto, coursework in
foundations of career and technical education and coordination of cooperative
programs, and work experience which meets one of the following:
(1) Four thousand hours of career and
technical experience in two or more careers; or
(2) Two hundred forty hours of work
experience or externships in two or more careers and two or more years of
teaching experience at the PK-12 level.
b. The multioccupations endorsement also
authorizes the holder to supervise students in cooperative programs, work-based
learning programs, and similar programs in which the student is placed in
school-sponsored, on-the-job situations.
c. Holders of the career and technical
authorization are eligible to apply to add this endorsement.
(34) CTE information technology. 5-12.
a.
Authorization. The holder of this endorsement is authorized to
teach career and technical education (CTE) information technology, CTE computer
science, and CTE computer programming courses.
b.
Program requirements.
Applicants must hold a valid Iowa teaching license with at least one other
teaching endorsement.
c.
Content. A minimum of 12 semester hours of computer science to
include coursework in the following:
(1) Data
representation and abstraction to include primitive data types, static and
dynamic data structures, and data types and stores.
(2) Designing, developing, testing and
refining algorithms to include proficiency in two or more programming
paradigms.
(3) Systems and networks
to include operating systems, networks, mobile devices, and machine-level data
representation.
d.
Methods course. A content area methods course is required
pursuant to 13.29(1). The course should include the following effective
teaching and learning strategies for information technology:
(1) Curriculum development including
recognizing and defining real-world computational problems; computing concepts
and constructs; developing and using abstractions; creating, testing, and
refining computational artifacts; and problem-solving strategies in computer
science.
(2) Project-based
methodologies that support active and authentic learning, fostering an
inclusive computing culture, collaborative groupings, and opportunities for
creative and innovative thinking.
(3) Communication about computing including
multiple forms of media.
(4)
Digital citizenship including the social, legal, ethical, safe and effective
use of computer hardware, software, peripherals, and networks.
e.
CTE methods.
(1) A minimum of six semester hours of career
and technical curriculum and methods to include:
1. Foundations of career and technical
education.
2. Methods of career and
technical education.
3. Evaluation
and assessment of career and technical programs.
(2) The CTE methods coursework is not
required if the educator holds another career and technical
endorsement.
f.
Waiver of coursework requirements. During the first year of
implementation, the coursework requirements may be waived if the practitioner
demonstrates relevant content knowledge mastery and successful teaching
experience in this endorsement area through criteria established by the board
of educational examiners.
(35) Computer science. K-8 and 5-12.
a.
Authorization.
The holder of this endorsement is authorized to teach selected computer science
and computer programming courses.
b.
Program requirements.
Applicants must hold a valid Iowa teaching license with at least one additional
teaching endorsement.
c.
Content. A minimum of 12 semester hours of computer science to
include coursework in the following:
(1) Data
representation and abstraction to include primitive data types, static and
dynamic data structures, and data types and stores.
(2) Designing, developing, testing and
refining algorithms to include proficiency in two or more programming
paradigms.
(3) Systems and networks
to include operating systems, networks, mobile devices, and machine-level data
representation.
d.
Methods course. A content area methods course is required
pursuant to 13.29(1). The course should include the following effective
teaching and learning strategies for information technology:
(1) Curriculum development including
recognizing and defining real-world computational problems; computing concepts
and constructs; developing and using abstractions; creating, testing, and
refining computational artifacts; and problem-solving strategies in computer
science.
(2) Project-based
methodologies that support active and authentic learning, fostering an
inclusive computing culture, collaborative groupings, and opportunities for
creative and innovative thinking.
(3) Communication about computing including
multiple forms of media.
(4)
Digital citizenship including the social, legal, ethical, safe and effective
use of computer hardware, software, peripherals, and networks.
e.
Computer science
specialist. If the requirements in 13.28(35)"c" and
"d" are met and the applicant achieves a minimum of 24
semester hours of computer science content, a computer science specialist
endorsement will be granted and the additional teaching endorsement set forth
in 13.28(35)"b" will not be required.
f.
Waiver of coursework
requirements. During the first year of implementation, the coursework
requirements may be waived if the practitioner demonstrates relevant content
knowledge mastery and successful teaching experience in this endorsement area
through criteria established by the board of educational examiners.
(36) Dyslexia specialist. K-12. The applicant must have met the requirements for the standard license and have completed at least three years of post-baccalaureate teaching experience in a K-12 setting. Applicants who have achieved dyslexia certification in another state may apply for a certification review through the Iowa reading research center.
a.
Authorization. The holder of this endorsement is authorized to
serve as a dyslexia specialist in kindergarten and grades 1 through
12.
b.
Content.
Completion of 18 semester hours in dyslexia strategies to include the
following:
(1) Knowledge of dyslexia. The
dyslexia specialist will have knowledge of dyslexia and:
1. Understand the tenets of the International
Dyslexia Association's definition of dyslexia, including the neurobiological
nature and cognitive-linguistic correlates.
2. Identify distinguishing characteristics of
dyslexia and commonly co-occurring disorders, including dysgraphia,
dyscalculia, attention deficit hyperactivity disorder, expressive language
disorders, receptive language disorders, and others.
3. Recognize that dyslexia may present
differently along a continuum of severity and impact depending upon age, grade,
and compensatory factors.
4.
Understand federal and state laws that pertain to dyslexia, including use of
the word "dyslexia" within school settings and documentation.
5. Understand common misconceptions regarding
characteristics of and interventions for dyslexia.
(2) Psychology of language and reading. The
dyslexia specialist will understand the highly complex processes by which
children learn to speak, read, and write, including language acquisition,
linguistics, and the structure of written language, including phonological
processing, phonics, orthography, morphology, syntax, and semantics, as well as
the relationship of these components to typical and atypical reading and
writing development and instruction for students with dyslexia.
(3) Curriculum and instruction. The dyslexia
specialist will use appropriate instructional approaches and materials
including preparation in more than one curriculum as well as integrated,
comprehensive, explicit, and systematic literacy instruction to support student
learning in reading and writing, including the following:
1. Instruction utilizing multisensory and
multimodal strategies (visual, auditory, kinesthetic, and tactile), systematic
and cumulative instruction, direct instruction, diagnostic and prescriptive
teaching, as well as synthetic and analytic instruction.
2. Instructional approaches supported by the
science of reading for the following areas: phonological processing, phonics,
fluency, comprehension, vocabulary, spelling, and writing.
3. Creation of a dyslexia-friendly learning
environment (within or outside the regular classroom) utilizing evidence-based
accommodations and modifications to meet the needs of students with dyslexia,
including appropriate interventions, remediation, assistive technology, and
classroom accommodations for students with dyslexia.
4. Use of data to determine effectiveness of
the instruction and curriculum along with student responsiveness to
it.
(4) Assessment,
diagnosis, and evaluation. The dyslexia specialist will be confident using a
variety of formal assessment tools and practices to evaluate students' reading
and writing abilities in a variety of domains. The dyslexia specialist will:
1. Demonstrate an understanding of the
literature and research related to assessments and their purposes (including
the strengths and limitations of assessments) and assessment tools for
screening, diagnosis, progress monitoring, and measuring outcomes.
2. Demonstrate an understanding of the signs
and symptoms of reading difficulties, including but not limited to dyslexia;
and also demonstrate an understanding of norms and student
benchmarks.
3. Select, administer,
and interpret assessments for specific purposes, including screening students
at risk for dyslexia and identifying students who display a profile of
dyslexia, and:
* Understand the features of standardized norm-referenced assessments.
* Understand the importance of selecting reliable and valid assessments to evaluate typical and atypical reading development.
* Interpret various scores derived from standardized norm-referenced and criterion-referenced assessments.
4. Use assessment information to plan and
evaluate instruction, including appropriate interventions, remediation,
assistive technology, and classroom accommodations for students with dyslexia
and other difficulties. This will include the use of multiple data sources for
analysis, instructional planning, examining the effectiveness of specific
intervention practices, and examining students' responses to
interventions.
5. Communicate
assessment results and implications to a variety of audiences, including staff,
parents, and students.
6.
Understand appropriate IEP goals and Section 504 plans for students who display
characteristics of dyslexia.
(5) Practicum in dyslexia. The dyslexia
specialist will participate in elementary and secondary practicum experiences
with instructors who have experience with and are currently serving students
who display characteristics of dyslexia. The practicum must include:
1. Supervised administration of
norm-referenced literacy assessments.
2. Practice composing a report of literacy
assessment results that will include interpretation of the results and
instructional recommendations.
3.
Supervised delivery of systematic, explicit, and multisensory intervention for
students with characteristics of dyslexia.
4. Practice composing a report of students'
response to intervention.
Disclaimer: These regulations may not be the most recent version. Iowa may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
This site is protected by reCAPTCHA and the Google
Privacy Policy and
Terms of Service apply.
