Iowa Admin. Code r. 282-13.10 - Requirements for content area endorsements
Content methods courses that cover the specific endorsement area and grade levels are required in addition to the content coursework listed below.
(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)
American Sign Language.
K-12. Completion of 18 semester hours of coursework in American Sign Language
to include second-language acquisition, sociology of the deaf and
hard-of-hearing community, linguistic structure of American Sign Language,
language teaching methodology specific to American Sign Language, teaching the
culture of deaf and hard-of-hearing people, and assessment of students in an
American Sign Language program.
(3)
Art. K-8 and 5-12. Completion of 24 semester hours in art to
include coursework in art history, studio art, and two- and three-dimensional
art.
(4)
Athletic
coach. K-12. An applicant for the coaching endorsement will hold a
teaching license with a teaching endorsement and complete the following
requirements:
a. One semester hour in the
structure and function of the human body in relation to physical activity,
and
b. One semester hour in human
growth and development of children and youth as related to physical activity,
and
c. Two semester hours in
athletic conditioning, care and prevention of injuries and first aid as related
to physical activity, and
d. One
semester hour in the theory of coaching interscholastic athletics,
and
e. Concussion training approved
by the Iowa High School Athletic Association or Iowa Girls High School Athletic
Union, and
f. A current certificate
of CPR training from an approved provider.
(5)
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; 3 semester hours in business communications to
include formatting, language usage, and oral presentation; and coursework in
entrepreneurship and financial literacy.
(6)
Computer science. K-8
and 5-12. Applicants will hold a valid Iowa teaching license with at least one
additional teaching endorsement.
a.
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.
b.
Methods course. A computer science methods course to include
the following:
(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.
c.
Computer science
specialist. If the coursework requirements in this rule 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 will not be required.
(7)
Career and technical education
(CTE) information technology. 5-12. Applicants will hold a valid Iowa
teaching license with at least one other teaching endorsement.
a.
Content. Applicants will
meet the coursework requirements for a computer science endorsement.
b.
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.
(8)
Driver education. 5-12.
Completion of nine semester hours in driver education to include coursework in
accident prevention that includes drug and alcohol abuse, vehicle safety, and
behind-the-wheel driving.
(9)
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.
(10)
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, literacy,
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, literacy,
American literature, world literature, and adolescent literature.
c.
5-12 English language
arts-all. Completion of 40 semester hours in English to include
coursework in oral communication, written communication, language development,
literacy, American literature, world literature, adolescent literature,
creative voice, argumentation and debate, journalism, and mass media
production.
d.
5-12
journalism. Completion of 15 semester hours in journalism to include
coursework in writing, editing, production and visual communications.
e.
K-8 speech
communication/theater. Completion of 20 semester hours in speech
communication/ theatre to include coursework in speech communication, creative
drama or theatre, and oral interpretation.
f.
5-12 speech
communication/theater. 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.
(11)
English language learning (ELL). K-12.
a.
Authorization. The holder
of this endorsement is authorized to teach English language learning in
kindergarten and grades 1 through 12.
b.
Content. Completion of 18
semester hours of coursework in English language learning to include the
following:
(1) Knowledge of pedagogy to
include the following:
1. Methods and
curriculum to include the following:
* Bilingual and ELL 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.
(12)
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.
(13)
Health. K-8 and 5-12. Completion of 24 semester hours, or 18
semester hours if the applicant holds a physical education or family and
consumer science endorsement, 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.
(14)
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. Coursework is required in each area
including at least 6 semester hours in three different areas.
(15)
Librarian-school
teacher. K-8, 5-12, or PK-12.
a.
Content. Completion of 24 semester hours in school library
coursework to include the following:
(1)
Literacy and reading. This requirement includes the following competencies at
the elementary level for K-8 and secondary level for 5-12:
1. Practitioners collaborate with other
teachers to integrate developmentally appropriate literature in multiple
formats to support literacy for youth.
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.
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.
(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 at the elementary level for K-8 and secondary level for
5-12:
1. Practitioners apply knowledge of
learning styles, stages of human growth and development, and cultural
influences of learning at the elementary or 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 or secondary
levels.
3. Practitioners understand
the teacher librarian role in curriculum development and the school improvement
process at the elementary or secondary levels.
4. Practitioners collaborate to integrate
information literacy and emerging technologies into content area
curricula.
(16)
Literacy-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 that 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.
(17)
Literacy-reading
specialist. K-12. The applicant will have met the requirements for the
standard license and a K-8 or 5-12 reading endorsement and will present
evidence of at least three years of experience that 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 1 through 12.
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.
(18)
Literacy-dyslexia
specialist. K-12. The applicant will have met the requirements for the
standard license and have completed at least three years of postbaccalaureate
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 department of education.
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 will 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.
(19)
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 5-12 physics or 5-12
all science 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. Hold a K-8 mathematics, middle school mathematics, K-8 STEM,
or 5-8 STEM endorsement and complete a course titled college algebra or a
higher algebra course.
d.
5-12 mathematics-basic. Completion of 24 semester hours in
mathematics, which will 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.
(20)
Middle school language arts,
mathematics, science, social studies.
a.
Middle school pedagogy. A
minimum of nine semester hours in the following:
(1) Coursework in the growth and development
of the middle school age child.
(2)
Coursework in middle school design, curriculum, instruction, and
assessment.
(3) Coursework in
middle school literacy strategies including incorporating literacy in the
curriculum.
b.
Concentration areas. Two or more of the following
concentration areas are required:
(1) For 5-8
language arts, 12 semester hours in language arts to include coursework in
composition, language usage, speech, young adult literature, and literature
across cultures.
(2) For 5-8
mathematics, 12 semester hours in mathematics to include coursework in
algebra.
(3) For 5-8 science, 12
semester hours in science to include coursework in life science, earth science,
and physical science.
(4) For 5-8
social studies, 12 semester hours to include coursework in United States
history, world history, government and geography.
(21)
Multioccupations. 5-12.
Completion of any 5-12 endorsement and coursework in foundations of career and
technical education and coordination of cooperative programs. Holders of the
career and technical authorization are eligible to apply to add this
endorsement.
(22)
Music. K-8 and 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, a methods course in each of the following:
general, choral, and instrumental music, and for the 5-12 endorsement only,
coursework in conducting.
(23)
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.
(24)
Professional school
counselor. K-8 and 5-12.
a.
Program requirements. Master's degree from an accredited
institution of higher education.
b.
Content. Completion of a sequence of courses and experiences
that 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
will be direct service. Candidates will complete a supervised internship for a
minimum of 600 hours, and at least 240 of these hours will 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 will be completed at each of the desired endorsement
levels.
(25)
Science.
a.
Science-basic. K-8. 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.
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.
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.
f.
Basic science.
5-12. Completion of 24 semester hours of credit in science to include 6
semester hours in earth and space science, 6 semester hours in life
science/biological science, 6 semester hours in physics/physical science, and 6
semester hours of credit in chemistry.
g.
All science. 5-12.
Completion of 36 semester hours in science to include 9 semester hours in earth
and space science, 9 semester hours in life science/biological science, 9
semester hours in physics/physical science, and 9 semester hours of credit in
chemistry.
(26)
STEM. K-8 and 5-8. For 5-8 STEM, be the holder of a 5-12
science, mathematics, or industrial technology endorsement or 5-8 middle school
mathematics or science endorsement.
a.
Content.
1. Completion of 12
semester hours of college-level science.
2. Completion 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 three 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 six
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 problembased 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.
STEM specialist
K-12.
(1) Authorization. The holder
of this endorsement is authorized to serve as a STEM specialist in kindergarten
and grades 1 through 12.
(2)
Program requirements.
1. The applicant will
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 will
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. Completion of the engineering and STEM coursework required for the K-8
or 5-8 STEM endorsement, three additional semester hours in STEM leadership,
and an internship/externship professional experience or prior professional
experience in STEM for a minimum of 90 contact
hours.
(27)
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 six
semester hours per endorsement area: 5-12 economics, 5-12 geography, 5-12
psychology, or 5-12 sociology.
(28)
Talented and gifted.
Completion of 12 semester hours of coursework 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.
(29)
World language. K-8 and
5-12. Completion of 24 semester hours in each world language for which
endorsement is sought.
Notes
State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.
A nonrenewable Class A extension license valid for one year may be issued to an individual under one of the following conditions:
(1) Based on an expired Iowa certificate or license, exclusive of a Class A extension or Class B license.
a. The holder of an expired license, exclusive of a Class A extension or Class B license, shall be eligible to receive a Class A extension license upon application. This license shall be endorsed for the type of service authorized by the expired license on which it is based.
b. The holder of an expired license who is currently under contract with an Iowa educational unit (area education agency/local education agency/local school district) and who does not meet the renewal requirements for the license held shall be required to secure the signature of the superintendent or designee before the license will be issued.
(2) Based on a mentoring and induction program. An applicant may be eligible for a Class A extension license if the school district, after conducting a comprehensive evaluation, recommends and verifies that the applicant shall participate in the mentoring program for a third year. No further extensions are available for this type of Class A extension license.