Endorsements/Teacher/General Education

Requirements for Teaching Endorsements

Please note: In addition to the required number of content semester hours of credit for each endorsement area, it is possible that you will have to complete elements of the professional education core as you seek to add endorsements. Among those elements that you might need to complete are the following:

Teachers licensed in Iowa may use this form to request a formal endorsement analysis for the state minimum requirements.

a b c d e f g h i j k l m n o p q r s t u v w x y z Athletic Coach

112 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.

Checklist

181 American Sign Language. 5-12. Completion of 18 semester hours of coursework in American Sign Language to include Second language acquisition, sociology of the deaf community, linguistic structure of American Sign Language, language teaching methodology specific to American Sign Language, teaching the culture of deaf people, assessment of students in an American Sign Language program.
In addition, the teacher must be the holder of (or be eligible for) one other teaching endorsement.
Checklist

113/114 Art. K-8 or 5-12. Completion of twenty-four semester hours in art to include course work in art history, studio art, and two and three dimensional art.
Checklist

1171--- 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 which may be a part of, or in addition to, the coursework listed above.
    Checklist

 

978 ---Content Specialist K-12
(1) Hold a master’s degree in the content area or complete 30 semester hours of college course work in the content area.

(2) Complete 15 semester hours of credit in professional development in three or more of the following areas:
1. Using research-based content teaching strategies;
2. Integrating appropriate technology into the learning experiences for the specific content;
3. Engaging the learner in the content through knowledge of learner needs and interests;
4. Using reflective thinking to solve problems in the content area;
5. Making data-driven decisions in the content area;
6. Utilizing project-based learning in the content area;
7. Developing critical thinking skills in the content area;
8. Forming partnerships to collaborate with content experts within the community;
9. Relating content with other content areas;
10. Facilitating content learning in large and small teams;
11. Implementing response to intervention (RTI) to close achievement gaps in the content area.

(3) Complete an internship, externship, or professional experience for a minimum of 90 contact hours in the content area.
Checklist

118 --- Driver and safety education. 5-12. Completion of 9 semester hours in driver and safety education to include coursework in accident prevention (that includes drug and alcohol abuse); vehicle safety,; and behind-the-wheel driving.
Checklist

119 --- English/language arts.

a. K-8. Completion of twenty-four semester hours in English and language arts to include course work in oral communication, written communication, language development, reading, children's literature, creative drama or oral interpretation of literature, and American literature.
Checklist

120 --- English/language arts.

b. 5-12. Completion of twenty-four semester hours in English to include course work in oral communication, written communication, language development, reading, American literature, English literature and adolescent literature.
Checklist

1201 --- English/language arts - All.

    Checklist

b. 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.

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. IAC 7/29/09 Educational Examiners[282] Ch 13, p.15
(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.

121 --- Foreign language. K-8 and 5-12. Completion of twenty-four semester hours in each foreign language.
Checklist

137/138 --- Health. K-8 and 5-12. Completion of twenty-four semester hours in health to include course work 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 the family and consumer science or physical education endorsements: 18 semester hours to include the same course work and requirements as listed above.
Checklist

139 --- Family and Consumer Science--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.
Checklist

140 --- Industrial technology. 5-12. Completion of twenty-four semester hours in industrial technology to include course work in manufacturing, construction, energy and power, graphic communications, and transportation. The course work is to include at least six semester hours in three different areas.
Checklist

141 --- Journalism. 5-12. Completion of fifteen semester hours in journalism to include course work in writing, editing, production, and visual communications.
Checklist

142 --- Mathematics K-8. Completion of twenty-four semester hours in mathematics to include course work in algebra, geometry, number theory, measurement, computer programming, and probability and statistics.
Checklist

1421 --- 5-8 Algebra for High School Credit. For the 5-8 Algebra for High School Credit endorsement, hold either the K-8 mathematics or middle school mathematics 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.
Checklist

143 --- Mathematics 5-12.

a. 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.

b. For holders of the Physics 5-12 or All Science 9-12 endorsements: 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.


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144 --- Music K-8. Completion of twenty-four semester hours in music to include course work in music theory (at least two courses), music history, and applied music, and a methods course in each of the following: instrumental, choral, and general music.
Checklist

145 --- Music 5-12. Completion of twenty-four semester hours in music to include course work 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: instrumental, choral, and general music.
Checklist

182 --- Teacher--Middle School

a. Authorization. The holder of this endorsement is authorized to teach in the two concentration areas in which the specific requirements have been completed as well as in other subject areas in grades five through eight which are not the core content areas. The holder is not authorized to teach art, industrial arts, music, reading, physical education and special education.

b. Program requirements.

(1) Be the holder of a currently valid Iowa teacher’s license with either the general elementary endorsement or one of the subject matter secondary level endorsements.
(2) A minimum of nine semester hours of required coursework in the following:
1. Coursework in the growth and development of the middle school age child, specifically addressing the social, emotional, physical and cognitive characteristics and needs of middle school age children in addition to related studies completed as part of the professional education core.
2. Coursework in middle school design, curriculum, instruction, and assessment including, but not limited to, interdisciplinary instruction, teaming, and differentiated instruction in addition to related studies completed as part of the professional education core.
3. Coursework to prepare middle school teachers in literacy (reading, writing, listening and speaking) strategies for students in grades five through eight and in methods to include these strategies throughout the curriculum.
4. Thirty hours of middle school field experiences included in the coursework requirements
c. Concentration areas. To obtain this endorsement, the applicant must complete the coursework requirements in two of the following content areas:
(1) Social studies concentration. The social studies concentration requires 12 semester hours of coursework in social studies to include coursework in United States history, world history, government and geography.
(2) Mathematics concentration. The mathematics concentration requires 12 semester hours in mathematics to include coursework in algebra.
(3) Science concentration. The science concentration requires 12 semester hours in science to include coursework in life science, earth science, and physical science.
(4) Language arts concentration. The language arts concentration requires 12 semester hours in language arts to include coursework in composition, language usage, speech, young adult literature, and literature across cultures.

Checklist

146 --- Physical education K-8. Completion of twenty-four semester hours in physical education to include course work 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.
Checklist

147 --- Physical education 5-12. Completion of twenty-four semester hours in physical education to include course work in human anatomy, kinesiology, human physiology, human growth and development related to maturational and motor learning, adaptive physical education, curriculum, assessment, 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.
Checklist

148 & 149 --- Reading K-8 & 5-12.
Checklist
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, 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 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 nonfiction and fiction (K-8 only) or adolescent or young adult nonfiction and fiction (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.
Checklist

 

176 --- 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.

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 PK-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 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 meet 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, strengths, and limitations, which includes 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 diversity plays 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.
Checklist

 

150 --- Science--basic. K-8. Completion of twenty-four semester hours in science to include course work in biological and physical sciences.  12 hours in physical sciences, 6 hours in biology, and 6 hours in earth/space sciences.
Checklist

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.
Checklist

151 --- Science - Biological. 5-12. Completion of twenty-four semester hours in biological science or thirty semester hours in the broad area of science to include fifteen semester hours in biological science.
Checklist

152 --- Science - Chemistry. 5-12. Completion of twenty-four semester hours in chemistry or thirty semester hours in the broad area of science to include fifteen semester hours in chemistry.
Checklist

153 --- Science - Earth science. 5-12. Completion of twenty-four semester hours in earth science or thirty semester hours in the broad area of science to include fifteen semester hours in earth science.
Checklist

1541 --- Science - Basic Science. 5-12. Complete 24 semester hours of credit in science which includes the following:

Six semester hours of credit in earth and space science which includes the following essential concepts and skills:
Understand and apply knowledge of energy in the earth system
Understand and apply knowledge of geochemical cycles

Six semester hours of credit in life science/biological science which includes 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

Six semester hours of credit in physics/physical science which includes 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
Understands and applies knowledge of interactions of energy and matter

Six semester hours of credit in chemistry which includes the following essential concepts and skills:
Understand and apply knowledge of chemical reactions
Design and conduct scientific investigations
Checklist

156 --- Science - Physics. 5-12.

a. Completion of 24 semester hours in physics or 30 semester hours in the broad area of science to include 15 semester hours in physics.

b. For holders of the Mathematics 5-12 endorsement:

  • Completion of 12 credits of physics to include coursework in mechanics, electricity and magnetism.
  • A methods class that includes inquiry based instruction, resource management, and lab safety.

c. For holders of the Chemistry 5-12 endorsement: Completion of 12 credits of physics to include coursework in mechanics, electricity, and magnetism.


    Checklist

185 --- Science. All Science II. 9-12.

This endorsement authorizes the holder to teach all high school science courses.
Complete 36 semester hours of credit in science which includes the following:

Checklist

Social Sciences.

157 --- Social Sciences - American government. 5-12. Completion of twenty-four semester hours in American government or thirty semester hours in the broad area of social sciences to include fifteen semester hours in American government.
Checklist

158 --- Social Sciences - American history. 5-12. Completion of twenty-four semester hours in American history or thirty semester hours in the broad area of the social sciences to include fifteen semester hours in American history.
Checklist

159 --- Social Sciences - Anthropology. 5-12. Completion of twenty-four semester hours in anthropology or thirty semester hours in the broad area of social sciences to include fifteen semester hours in anthropology.
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160 --- Social Sciences - Economics. 5-12. Completion of twenty-four semester hours in economics or thirty semester hours in the broad area of the social sciences to include fifteen semester hours in economics, or thirty semester hours in the broad area of business to include fifteen semester hours in economics.
Checklist

161 --- Social Sciences - Geography. 5-12. Completion of twenty-four semester hours in geography or thirty semester hours in the broad area of the social sciences to include fifteen semester hours in geography.
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162 --- Social Sciences - History. K-8. Completion of twenty-four semester hours in history to include at least nine semester hours in American history and nine semester hours in world history.
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163 --- Social Sciences - Psychology. 5-12. Completion of twenty-four semester hours in psychology or thirty semester hours in the broad area of social sciences to include fifteen semester hours in psychology.
Checklist

164 --- Social Sciences - Social studies. K-8. Completion of twenty-four semester hours in social studies, to include course work from at least three of these areas: history, sociology, economics, American government, psychology, and geography.
Checklist

165 --- Social Sciences - Sociology. 5-12. Completion of twenty-four semester hours in sociology or thirty semester hours in the broad area of social sciences to include fifteen semester hours in sociology.
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166 --- Social Sciences - World history. 5-12. Completion of twenty-four semester hours in world history or thirty semester hours in the broad area of social sciences to include fifteen semester hours in world history.
Checklist

186 --- Social Sciences - All Social Sciences.  5-12 Completion of 51 semester hours in the social sciences to include:

  9 semester hours in World History
  9 semester hours in American 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     Checklist

167 Speech communication/theatre - K-8. Completion of twenty semester hours in speech communication/theatre to include course work in speech communication, creative drama or theatre, and oral interpretation.
Checklist

168 Speech communication/theatre - 5-12. Completion of twenty-four semester hours in speech communication/theatre to include course work in speech communication, oral interpretation, creative drama or theatre, argumentation and debate, and mass media communication.
Checklist

 

975 K-8 STEM
(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.

Checklist

 

976 5-8 STEM
(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.

Checklist

 

977 K-12 STEM Specialist
(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 from a regionally accredited institution. The master’s degree must be 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.

Checklist

101 Athletic coach. K-12.
Checklist

a. 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.
(2) One semester hour college or university course in human growth and development of children and youth as related to physical activity.
(3) Two semester hour college or university course in athletic conditioning, care and prevention of injuries and first aid as related to physical activity.
(4) One semester hour college or university course in the theory of coaching interscholastic athletics.

Note: An applicant for the coaching endorsement must hold a teacher's license with one of the teaching endorsements.
Checklist

102 --- Teacher--elementary classroom.

Checklist

Effective September 1, 2015, the following requirements apply to persons who wish to teach in the elementary classroom:


(1) Child growth and development with emphasis on the emotional, physical and mental characteristics of elementary age children, unless completed as part of the professional education core. See subrule 13.18(4).
(2) At least 9 semester hours in literacy which must include:

  1. Content:
    1. Children’s literature;
    2. Oral and written communication skills for the twenty-first century.
  2. Methods:
    1. Assessment, diagnosis and evaluation of student learning in literacy;
    2. Integration of the language arts (to include reading, writing, speaking, viewing, and listening);
    3. Integration of technology in teaching and student learning in literacy;
    4. Current best-practice, research-based approaches of literacy instruction;
    5. Classroom management as it applies to literacy methods;
    6. Pre-student teaching clinical experience in teaching literacy.

(3)  At least 9 semester hours in mathematics which must include:

  1. Content:
    1. Numbers and operations;
    2. Algebra/number patterns;
    3. Geometry;
    4. Measurement;
    5. Data analysis/probability.
  2. Methods:
    1. Assessment, diagnosis and evaluation of student learning in mathematics;
    2. Current best-practice, research-based instructional methods in mathematical processes (to include problem solving; reasoning; communication; the ability to recognize, make and apply connections; integration of manipulatives; the ability to construct and to apply multiple connected representations; and the application of content to real world experiences);
    3. Integration of technology in teaching and student learning in mathematics;
    4. Classroom management as it applies to mathematics methods;
    5. Pre-student teaching clinical experience in teaching mathematics.

(4) At least 9 semester hours in social sciences which must include:

  1. Content:
    1. History;
    2. Geography;
    3. Political science/civic literacy;
    4. Economics;
    5. Behavioral sciences.
  2. Methods:
    1. Current best-practice, research-based approaches to the teaching and learning of social sciences;
    2. Integration of technology in teaching and student learning in social sciences;
    3. Classroom management as it applies to social science methods.

(5) At least 9 semester hours in science which must include:

  1. Content:
    1. Physical science;
    2. Earth/space science;
    3. Life science.
  2. Methods:
    1. Current best-practice, research-based methods of inquiry-based teaching and learning of science;
    2. Integration of technology in teaching and student learning in science;
    3. Classroom management as it applies to science methods.

(6) At least 3 semester hours to include all of the following:

  1. Methods of teaching elementary physical education, health, and wellness;
  2. Methods of teaching visual arts for the elementary classroom;
  3. Methods of teaching performance arts for the elementary classroom.

(7) Pre-student teaching field experience in at least two different grade levels to include one primary and one intermediate placement.
(8) A field of specialization in a single discipline or a formal interdisciplinary program of at least 12 semester hours.

Checklist

103 --- Teacher prekindergarten - kindergarten.
Checklist

 

a. Authorization. The holder of this endorsement is authorized to teach at the prekindergarten-kindergarten level. Applicants for this endorsement must also hold the teacher—elementary classroom endorsement set forth in subrule 13.26(5) or the early childhood special education endorsement set forth in 282—subrule 14.2(1).



b. Content. Coursework must total a minimum of 18 semester hours and shall include the following:

(1) Child development and learning to include young children’s characteristics and needs, with an emphasis on cognitive, language, physical, social, and emotional development, both typical and atypical, the multiple interacting influences on early development, and the creation of environments that are healthy, respectful, supportive, and challenging for each and every child.

(2) Building family and community relationships to include understanding that successful early childhood education depends upon reciprocal and respectful partnerships with families, communities, and agencies, that these partnerships have complex and diverse characteristics, and that all families should be involved in their children’s development and learning.

(3) Assessment in early childhood to include child observation, documentation, and data collection, the development of appropriate goals, the benefits and uses of assessment for curriculum and instructional strategies, the use of technology when appropriate for assessment and adaptations, and building assessment partnerships with families to positively influence the development of each child.

(4) Developmentally effective approaches to include understanding how positive relationships and supportive interactions are the foundation of working with young children and families; knowing and understanding a wide array of developmentally appropriate approaches, including play and creativity, instructional strategies, and tools to connect with children and families; and reflecting on the teacher’s own practice to promote positive outcomes for each child.

(5) Content knowledge to build a meaningful curriculum through the use of academic disciplines, including language and literacy, the arts (music, drama, dance, and visual arts), mathematics, science, social studies, physical activity, and health, for designing, implementing, and evaluating inquiry-based experiences that promote positive development and learning for each child.

(6) Collaboration and professionalism to include involvement in the early childhood field, knowledge about ethical and early childhood professional standards, engagement in continuous collaborative learning to inform practice, reflective and critical perspectives on early childhood education, and informed advocacy for young children and the profession.

(7) Field experiences and opportunities to observe and practice in a variety of early childhood settings, which include, at a minimum, 40 hours of observation and practice in a variety of preschool settings such as urban, rural, socioeconomic status, cultural diversity, program types, and program sponsorship.

(8) Historical, philosophical, and social foundations of early childhood education.

(9) Student teaching in a prekindergarten setting as required in rule 281—79.14(256).

107 ---Talented and gifted teacher-coordinator.
Checklist

The holder of this endorsement is authorized to serve as a teacher or a coordinator of programs for the gifted and talented 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. Completion of 12 semester hours of coursework in the area of the gifted and talented to include the following:

 

  1. Psychology of the gifted.
    • Social needs
    • Emotional needs
  2. Programming for the gifted.
    • Prekindergarten – 12 identification
    • Differentiation strategies
    • Collaboration skills
    • Program goals and performance measures
    • 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.
    Checklist

104 --- English as a Second Language (ESL). K-12.
Checklist

a. Authorization. The holder of this endorsement is authorized to teach English as a second language in kindergarten and grades one through twelve.
b. Program requirements.
(1) Degree baccalaureate.
(2) Completion of an approved human relations program.
(3) Completion of the professional education core.
(4) Content. Completion of 18 semester hours of coursework in English as a second language to include the following:
Knowledge of Pedagogy
Methods and curriculum
Bilingual and ESL methods
Literacy in native and second language
Methods for subject matter content
Adaptation and modification of curriculum
Assessment to include language proficiency and academic content
Knowledge of Linguistics
Linguistics to include psycholinguistics/sociolinguistics
Language acquisition/proficiency
Knowledge of first and second language acquisition
Knowledge of first and second language proficiency
Language to include structure/grammar of English
Knowledge of Cultural and Linguistic Diversity
History
Theory, models, research
Policy, legislation
Current issues with transient populations

Checklist

 

172 --- Elementary counselor.
    
Checklist
    Checklist for adding to existing secondary counseling

a. Authorization. The holder of this endorsement is authorized to serve as a school guidance counselor in kindergarten and grades one through eight.
b. Program requirements.

(1) Master’s degree from an accredited institution of higher education.
(2) Completion of an approved human relations component.
(3) Completion of an approved exceptional learner component.
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 adult.
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 counselor role to school personnel, parents, community, and students.
(8) School counseling skills.
1. Design, implement, and evaluate a comprehensive, developmental school guidance 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 counseling and guidance 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 classroom guidance and large group guidance lessons.
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 ageappropriate 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 school counselor demonstrates competency in conducting classroom sessions with elementary and middle school students. The practicum consisting of a minimum of 500 contact hours provides opportunities for the prospective counselor, under the supervision of a licensed professional school counselor, to engage in a variety of activities in which a regularly employed school counselor would be expected to participate including, but not limited to, individual counseling, group counseling, developmental classroom guidance, and consultation.
Checklist
Checklist for adding to existing secondary counseling

173 --- Secondary counselor.
Checklist
Checklist for adding to existing secondary counseling

a. Authorization. The holder of this endorsement is authorized to serve as a school guidance counselor in grades five through twelve.
b. Program requirements.

(1) Master’s degree from an accredited institution of higher education.
(2) Completion of an approved human relations component.
(3) Completion of an approved exceptional learner component.
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 adult.
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 counselor role to school personnel, parents, community, and students.
(8) School counseling skills.
1. Design, implement, and evaluate a comprehensive, developmental school guidance 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 counseling and guidance 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 classroom guidance and large group guidance lessons.
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 ageappropriate 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 school counselor demonstrates competency in conducting classroom sessions with middle and secondary school students. The practicum consisting of a minimum of 500 contact hours provides opportunities for the prospective counselor, under the supervision of a licensed professional school counselor, to engage in a variety of activities in which a regularly employed school counselor would be expected to participate including, but not limited to, individual counseling, group work, developmental classroom guidance and consultation.


Checklist
Checklist for adding to existing secondary counseling

108 --- Elementary school teacher librarian.
Checklist

a. Authorization. The holder of this endorsement is authorized to serve as a teacher librarian in kindergarten and grades one through eight.
b. Program requirements.
1.  Degree--baccalaureate.
2.  Completion of an approved human relations program.
3.  Completion of the professional education core.
4.  Content. Completion of 24 semester hours in school library coursework to include the following:

(1) Literacy and reading. This requirement includes the following competencies:

(2) Information and knowledge. This requirement includes the following competencies:

(3) Program administration and leadership. This requirement includes the following competencies:

(4) Practicum. This requirement includes the following competencies:

Practitioners collaborate to integrate information literacy and emerging technologies into content area curricula at the elementary level.
Checklist
 

109 ---Secondary school teacher librarian.
Checklist

a. Authorization. The holder of this endorsement is authorized to serve as a teacher librarian in grades five through twelve.
b. Program requirements.
1.  Degree--baccalaureate.
2.  Completion of an approved human relations program.
3.  Completion of the professional education core.
4.  Content. Completion of 24 semester hours in school library coursework to include the following:

(1) Literacy and reading. This requirement includes the following competencies:

(2) Information and knowledge. This requirement includes the following competencies:

(3) Program administration and leadership. This requirement includes the following competencies:

(4) Practicum. This requirement includes the following competencies:

Practitioners collaborate to integrate information literacy and emerging technologies into content area curricula at the secondary level.

Checklist
 

174 ---School teacher librarian. K-12.
Checklist

a. Authorization. The holder of this endorsement is authorized to serve as a teacher librarian in pre-kindergarten through grade twelve. The applicant must be the holder of or eligible for the initial, standard, or master teaching license.
b. Program requirements.
1.  Degree—Master’s.
2.  Content. Completion of thirty semester hours in school library coursework to include the following:

(1) Literacy and reading. This requirement includes the following competencies:

(2) Information and knowledge. This requirement includes the following competencies:

(3) Program administration and leadership. This requirement includes the following competencies:

(4) Practicum. This requirement includes the following competencies:

100 ---Teacher—Birth-Grade 3, Inclusive Settings
Checklist

13.26(2) Teacher—birth through grade three, inclusive settings.
a. Authorization. The holder of this endorsement is authorized to teach children from birth through grade three in inclusive settings.

b. Content.
(1) Promoting child development and learning and individual learning differences.
1. Understand the nature of child growth and development for infants and toddlers (birth through age 2), preprimary (age 3 through age 5) and primary school children (age 6 through age 8), both typical and atypical, in areas of cognition, language development, physical motor, social-emotional, mental health, aesthetics, and adaptive behavior and how these impact development and learning in the first years of life, including the etiology, characteristics, and classifications of common disabilities in infants and young children and specific implications for development and learning.
2. Recognize that children are best understood in the contexts of family, culture and society and that cultural and linguistic diversity, stress, risk factors, biological and environmental factors, family strengths, and trauma influence development and learning at all stages, including pre-, peri-, and postnatal development and learning. Communicate the importance of responsive care to a child’s development of identity and sense of self.
3. Use developmental knowledge to create learning environments and classroom procedures that promote positive social interaction, active engagement, high expectations for learning, mutual respect, and self-regulation through individually appropriate expectations and positive guidance techniques for each child to meet the child’s optimum potential regardless of proficiency. Implement and evaluate preventative and reductive strategies to address challenging behaviors. Use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. Know how to intervene safely and appropriately with individuals in crisis.
4. Use both child-initiated and teacher-facilitated instructional methods, including strategies such as small and large group projects, play, systematic instruction, group discussion and cooperative decision making. Organize space, time, materials, peers, and adults to maximize progress in natural and structured environments. Embed learning opportunities in everyday routines, relationships, activities, and places.
Understand the impact of social and physical environments on development and learning.
5. Engage in intentional practices and implement learning experiences that value diversity and demonstrate understanding that bias and discrimination impact development. Understand how language, culture, and family background influence and support the learning of each child.

(2) Building family and community relationships.
1. Build family and community relationships to include understanding that successful early childhood education depends upon reciprocal and respectful partnerships with families, communities, and agencies, that these partnerships have complex and diverse characteristics, and that all families should be involved in their children’s development and learning.
2. Understand diverse family and community characteristics and how language, culture, and family background influence and support children’s learning, and apply that knowledge to develop, implement, and evaluate learning experience and strategies that respect and reflect the diversity of children and their families.
3. Understand how to apply theories and knowledge of dynamic roles and relationships within and between families, schools, and communities. Recognize how to adapt consistently to the expressed and observed strengths and needs of the family, including two-way communication, and how to support families’ choices and priorities in the development of goals and intervention strategies.
4. Understand how to coordinate with all (caregivers, professionals, and agencies) who provide care and learning opportunities for each child by developing a community of support for children and families through interagency collaboration to include agreements, referrals, and consultation.

 

(3) Observing, documenting, and assessing to support young children and families.
1. Use technically sound formal and informal assessments that minimize bias and evaluation results to adapt and guide instruction. Demonstrate a range of appropriate assessment and evaluation strategies (e.g., family interview, observation, documentation, assessment instrument) to support individual strengths, interests, and needs.
2. Design curricula, assessments, and teaching and intervention strategies that align with learner and program goals, including the development of individualized family service plans (IFSPs) and individualized education plans (IEPs). Assist families in identifying resources, priorities, and concerns in relation to the child’s development. Understand and utilize assessment partnerships with families and with professional colleagues to build effective learning environments. Understand the role of the families in the assessment process and support the choices they make (e.g., observer, participant). Participate as a team member to integrate assessment results in the development and implementation of individualized plans.
3. Understand and utilize observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
Implement authentic assessment based on observation of spontaneous play. Demonstrate knowledge of alignment of assessment with curriculum, content standards, and local, state, and federal requirements. Assess progress in the developmental domains, play, and temperament.
4. Understand and utilize responsible assessments to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. Use a variety of materials and contexts to maintain the interest of infants and young children in the assessment process.
5. Implement current educational, legal, and ethical guidelines when using assessment practices to support children’s individual strengths, interests, and needs (e.g., cultural, linguistic, ability diversity).

(4) Using developmentally and individually effective approaches to connect with children and families.
1. Understand positive relationships and supportive interactions as the foundation of the teacher’s work with young children. Reflect on the teacher’s own practice to promote positive outcomes for each child and family.
2. Develop, implement, and evaluate individualized plans, including IFSPs and IEPs, as a team leader with families and other professionals. Demonstrate appropriate and effective supports for children and families transitioning into and out of programs or classrooms. Seek and use additional resources and agencies outside the program/school when needed to effectively facilitate the learning and social/emotional development of each child.
3. Plan, develop, implement, and evaluate integrated learning experiences for home-, center and school-based environments for infants, toddlers, preprimary and primary children, their families, and other care providers based on knowledge of individual children, the family, and the community.
Select, develop, and evaluate developmentally and functionally appropriate materials, equipment, and environments. Develop adaptations and accommodations for infants, toddlers, preprimary, and primary children to meet their individual needs. Use a broad repertoire of developmentally and individually
appropriate teaching/learning approaches and effective strategies and tools for early education, including appropriate uses of technology. Facilitate child-initiated development and learning.
4. Consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities. Use teacher-scaffolded and -initiated instruction to complement child-initiated learning. Link development, learning experiences, and instruction to promote educational transitions.
Use individual and group guidance and problem-solving techniques to develop supportive relationships with and among children. Use strategies to teach social skills and conflict resolution.
5. Implement basic health, nutrition, and safety management procedures, including the design of physically and psychologically safe and healthy indoor and outdoor environments to promote development and learning. Recognize signs of emotional distress, physical and mental abuse and neglect in young children and understand mandatory reporting procedures. Demonstrate proficiency in infant-child cardiopulmonary resuscitation, emergency procedures and first aid.
6. Understand principles of administration, organization, and operation of programs for children from birth to age 8 and their families, including staff and program development, supervision, evaluation of staff, and continuing improvement of programs and services. Employ adult learning principles in consulting with and training family members and service providers.
7. Demonstrate the ability to collaborate with general educators and other colleagues to create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities and diverse abilities in meaningful learning activities and social interactions.

(5) Using content knowledge to build a meaningful curriculum.
1. Develop and implement appropriate current research-supported learning experiences with a focus on the developmental domains, play, temperament, language and literacy to include first (home) and second language acquisition, mathematics, science, the arts (music, visual art, and drama), physical activity, health and safety, social studies, social skills, higher-thinking skills, and developmentally and individually appropriate methodology. Methods courses are required for the following areas: literacy, mathematics, social studies, science, physical education and wellness, and visual and performing arts.
2. Use the Iowa Early Learning Standards and the Iowa core with information from ongoing child observations and assessments to plan, implement, and evaluate appropriate instruction that improves academic and developmental progress of each child, including those with IFSPs/IEPs.
3. Understand the central concepts, structures of the discipline, and tools of inquiry of content areas taught, and demonstrate the ability to organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities (diverse abilities).
4. Modify general and specialized curricula to make them accessible to individuals with exceptionalities (diverse abilities). Develop adaptations and accommodations for infants, toddlers, preprimary, and primary children to meet their individual needs.

(6) Professional responsibilities.
1. Demonstrate awareness of early childhood program criteria, including the following: National
Association for the Education of Young Children (NAEYC), Iowa Early Learning Standards, Head Start Performance Standards, and Iowa Quality Preschool Program Standards (IQPPS).
2. Collaborate with supervisors, mentors, and colleagues to enhance professional growth within and across disciplines to inform practice, including the use of data for decision making, and understand how to design and implement a professional development plan based on student achievement, self, peer, and supervisory evaluations and recommended practices.
3. Understand the significance of lifelong learning and participate in professional activities and learning communities. Participate in activities of professional organizations relevant to early childhood regular education, special education, and early intervention.
4. Use relevant national and state professional guidelines (national, state, or local), state curriculum standards, and current trends for content and outcomes and to inform and improve practices for young children and their families.
5. Adhere to state and national professional and ethical principles, practices, and codes.
6. Advocate for developmentally and individually appropriate practice, demonstrate awareness of issues that affect the lives of each child, and demonstrate necessary communication skills.
7. Understand historical, philosophical and foundational knowledge and how current issues and the legal bases of services influence professional practice in early childhood, early intervention, early childhood special education, and general and regular education in the K-3 age groups. Understand trends and issues in early childhood education, early childhood special education, and early intervention.
8. Provide guidance and direction to paraeducators, tutors, and volunteers.

(7) Early childhood field experiences.
1. Pre-student teaching field experiences, which must comprise a minimum of 100 clock hours, to include at least 20 hours of working with each age group (infants and toddlers, preprimary, and primary).
2. Experiences working in at least three settings that offer early childhood education, such as approved child care centers and registered child development homes, school-based preschool, community agencies, or home visiting programs.
3. Experiences working with children who have a range of abilities and disabilities and who reflect diverse family systems and other differentiating factors, such as urban and rural, socioeconomic status, and cultural and linguistic diversity.
4. Completion of supervised student teaching experience in at least two different settings including registered child development homes, home visiting programs, state-accredited child care centers, or classrooms which include both children with and without disabilities in two of three age levels: infant and toddler, preprimary, and primary.

Checklist


Vocational Endorsements

305 Multioccupations. Completion of any 5-12 endorsement, and in addition thereto, coursework in foundations of vocational and career education, coordination of cooperative programs and competency based curriculum development. Four thousand hours of occupational experience in two or more occupations. The multioccupations endorsement also authorizes the holder to supervise students in cooperative programs, school to work programs, and similar programs in which the student is placed in school sponsored, on the job situations.
Checklist
Experience Verification Form

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