Education - Elementary

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Loras College offers Teacher Education programs leading to licensure in early childhood education, elementary education, secondary education and instructional strategist (special education).  In these programs, students work with full-time professors and outstanding practitioners from area schools and agencies.

Professional Development Schools (PDS) and other school-based partnerships are used to induct Loras students into the teaching profession prior to student teaching. These experiences offer students opportunities to work directly with partner educators in their classrooms to develop the skills and best practices that today’s teachers need.

“My experience as a Loras Education major has been incredible, from serving as the Education Club president at a national conference, to working hands-on with elementary students through my coursework.  I know I would have never experienced all I have without the personal dedication of my professors.”

 – Alexandria Settanni  
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LORAS ALUMNI IN THE DUBUQUE COMMUNITY SCHOOL DISTRICT

Loras College Secondary Education Alumni teaching and making a difference in the Dubuque Community School District.

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STATE BOARD OF EDUCATION APPROVES LORAS TEACHER EDUCATION PREPARATION PROGRAM

Loras College received formal approval from the Iowa Board of Education for its teacher education preparation program. Teacher education preparation programs are rigorously evaluated by the State Board of Education every seven years. Loras was not only incompliance with the state’s standards, but was commended by the state for adopting a model of continuous improvement.

“In preparation for the reaccreditation process, the faculty and community educators reviewed and revised the curricula to better integrate special education coursework, to increase the amount and quality of time students spend in schools, and to create a capstone experience for students during their student teaching semester,” explains Mary Ellen Carroll, associate vice president of Academic Affairs and director of experiential learning.

Since the program has met Iowa’s Standards for Practitioner Preparation, the next full accreditation visit won’t take place until the 2018-2019 academic year. “The Loras administration is very proud of and thankful to the faculty, staff, students and community members who participated in the accreditation process this past year,” said Carroll.

“We especially want to acknowledge our school partners who provide classroom opportunities for our students at all levels of our teacher education program. Classroom teachers give generously of their time and expertise to mentor the next generation of teachers into the profession. This support is essential to the success of our program and we are very grateful for these partnerships with preK-12 schools in the Dubuque area and beyond,” said Education Division Chair, Rebecca Monhardt.

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LORAS EDUCATION STUDENTS PRESENT AT ASSOCIATION OF TEACHER EDUCATORS CONFERENCE

Loras College students Anna Speltz (’15) (Minneota, Minnesota), Nora Zerante (’15) (Chicago Heights, Illinois), Holly Klein (’15) (Dubuque, Iowa), Megan Redmond (’15) (Bernard, Iowa) and Molly Cain (’14) were the only undergraduate team accepted to present at the 2015 Annual Association of Teacher Educators (ATE) conference Phoenix, Arizona in February.

The students presented “ Rooted in Collaboration: Engaging Middle School Students through Poetry,” a collaborative poetry unit that they planned and taught at Washington Middle School in Dubuque, Iowa in the fall of 2013 as a part of their English Methods course, taught by Hilarie Welsh, Ph.D., assistant professor of education.

“The conference was an incredible opportunity to be inspired by some of the most accomplished thinkers and leaders in the education field,” said Speltz. “I came away from the conference with new ideas to apply to my current student teaching experience and better understanding of some of the discussions that are currently relevant in the education field. Presenting in and attending other sessions at the conference helped me to see myself as a contributor in those discussions.”

The team’s presentation shared how they used a required pre-service teachers’ course to collaboratively create and present a six-lesson poetry unit to a middle school honors class, showing the advantages of student-centered strategies and social justice themes, as well as the motivation created through the use of classroom texts and theories. An important component of the presentation was the students’ desire to encourage questions and discussion about the strengths, limitations and potential implications of their collaborative project.

“Dr. Welsh encouraged us to submit a proposal to the conference. Without her support and encouragement, we never would have even considered the opportunity,” explained Speltz.

The Association of Teacher Educators was founded in 1920 and is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post-secondary teacher educators. ATE members represent over 700 colleges and universities, over 500 major school systems, and the majority of state departments of education. The ATE office is located in the Washington DC area where it represents its members’ interests before governmental agencies and education organizations. In addition, ATE has representatives on the Council for the Accreditation of Educator Preparation (CAEP).

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Major Requirements

Division of Teacher Education & Behavioral Sciences
Leonard Decker, Ph.D., Chair
David Salyer, Ph.D., Program Director, Teacher Education

The teacher education program offers more than twenty licensure and endorsement programs in Early Childhood, Elementary, Secondary, and Instructional Strategist K-8 (Special Education). In these programs, students will meet and work with a blended faculty of full-time professors and outstanding practitioners from area schools and agencies.

All Loras College teacher education programs incorporate a mediated and supported induction into the profession of teaching in the form of multiple teacher education program partnerships with area schools, including participation in professional development schools at both the elementary and secondary levels prior to student teaching. These experiences offer students opportunities to work with partner faculty in their classrooms and other settings and provide the chance to develop skills prior to student teaching.

Beginning in their first education course, students demonstrate their knowledge, skills, and dispositions based on the Interstate Teacher Assessment and Support Consortium (InTASC) standards. All courses throughout the program set the foundation for the cumulative digital employment portfolio, which is finalized during student teaching.

Accreditation of the Teacher Education Program
The teacher education program is approved by the State of Iowa and holds memberships in the Iowa Association of Colleges for Teacher Education.

Teacher Licensure Programs
Students must work closely with their advisors and the licensure officer in designing an appropriate program of study. All professional education courses that support the various teaching specializations are offered through the teacher education program. The following table lists State of Iowa approved teaching licensure programs available at Loras College.

CODES ENDORSEMENTS GRADE LEVEL
Elementary Core Courses K-6
Secondary Core Courses 5-12
100 Teacher – Pre-K-3 with Special Ed PK-3
101 Athletic Coach K-12
102 Teacher – Elementary Classroom K-6
119 English/Language Arts K-8
120 English/Language Arts (Literature) 5-12
133 Foreign Language Spanish K-8
134 Foreign Language Spanish 5-12
142 Mathematics K-8
143 Mathematics 5-12
144 Music K-8
145 Music 5-12
148 Reading K-8
151 Science‑Biological 5-12
152 Science‑Chemistry 5-12
156 Science‑Physics (2nd endorsement) 5-12
157 Social Science‑Am Government 5‑12
158 Social Science‑Am History 5‑12
162 Social Science‑History K-8
163 Social Science-Psychology (2nd endorsement) 5-12
164 Social Science‑Social Studies K-8
165 Social Studies-Sociology (2nd endorsement) 5-12
166 Social Sciences-World History 5-12
186 All Social Sciences 5-12
260 Instructional Strategist I: Mild/Mod K-8

 
Admission & Retention Policies & Procedures

The Teacher Education Program screens all students applying for and retained in its programs and advises students to modify their career goals when necessary. Students should submit their application to the Teacher Education Program no later than the end of their sophomore year; otherwise an above average course load or additional semesters may be necessary. The initial “Application for Admission to Teacher Education” is generally submitted after students have successfully completed L.EDU-200 Foundations of Education, L.EDU 205 Foundations of Special Education, PSY 121 Developmental Psychology and the Collegiate Assessment of Academic Proficiency Test (CAAP) basic skills test. Loras programs are aligned with Iowa licensure requirements. Students seeking licensure outside of Iowa should contact the teacher licensing authority in the respective state to determine current licensure and testing requirements. 

In order to enroll in Intermediate Phase Education courses beyond L.EDU-200, L.EDU-205, L.EDU-221, L.EDU-222 and  L.EDU 223, and L.EDU-260, a student must have on record passing scores on the CAAP Basic Skills Test and either (a) have previously received full or provisional admission to teacher education, (b) be currently enrolled in L.EDU-200 at the time of registration, or (c) have had his or her academic advisor gain special approval from the Screening Committee for enrollment in an upper-level education course (during college recesses the Program Director may act on the request).

Probationary Period
Admission to the Teacher Education Program requires a GPA of 2.75 which must be maintained until graduation. If a student’s GPA falls below this minimum requirement after admission one probationary semester will be allowed to achieve the required GPA.

Conduct Policy
When students violate the Loras College student conduct code or any laws particularly those related to drug, alcohol or child safety, they fail to model the professional dispositions associated with teaching.  As a result, the Teacher Education Program will suspend any student from field work (course or non-course related) at least until the infraction has been adequately addressed/resolved. The Teacher Education Program may choose to take additional action beyond suspending the student from the field. Suspension from the field may negatively impact a student’s course grade, result in the student needing to drop education courses, and/or may impede continued progress in the Teacher Education Program.

Admission Categories

Full Admission: To the student who meets and maintains all admission requirements.

Provisional Admission: To the student who is deficient in one or more admission criteria, but whose performance suggests to the Screening Committee the potential for success; deficiencies must be removed in order to gain full admission. The student must have on record passing scores on a standardized test of basic academic skills (the Division of Education uses the Collegiate Assessment of Academic Proficiency (CAAP).

Student Teaching Admission: To the student who has met full admission requirements and satisfactorily completed all introductory and intermediate phase professional Education courses by the conclusion of the semester prior to the semester in which he/she intends to student teach.

Full Admission Requirements
To be eligible for consideration for full admission to the Teacher Education Program, a student must:

  1. have on record passing scores on a standardized test of basic academic skills (the Teacher Education Program uses the CAAP Basic Skills Test published by ACT);
  2. have a cumulative grade point average of not less than 2.75 in all course work attempted;
  3. declare a major with the Office of the Registrar, including specific teaching endorsement(s);
  4. complete the online “Application for Admission to Teacher Education”;
  5. complete L.EDU-200 Foundations of Education, L.EDU-205 Foundations of Special Education; L.PSY 121 Developmental Psychology, and any other professional Education courses attempted with a grade not less than a C (2.0);
  6. document completion of VIRTUS training;
  7. have a clean conduct record;
  8. be cleared by the Iowa Department of Human Services Child Abuse Registry or other background check;
  9. complete each course attempted in the teaching specialization with a grade not less than a C (2.0);
  10. complete specified college-level courses in the following areas with a grade not less than a C (2.0): 3 credit hours of College Writing, Public Speaking (oral communication), and Mathematical Modeling or Mathematics for Elementary Teachers I and II (for K-6 licensure fields only);
  11. receive approval of the Screening Committee.

Provisional Admission Requirements
To receive provisional admission to the Teacher Education Program, a student must:

  1. have on record passing scores on a standardized test of basic academic skills (the Teacher Education Program uses the CAAP Basic Skills Test published by ACT);
  2. complete L.EDU-200 Foundations of Education; and L.EDU-205 Foundations of Special Education; and L.PSY 121 Developmental Psychology with a grade not less than a C (2.0);
  3. document completion of VIRTUS training;
  4. have a clean conduct record;
  5. submit verified log of at least 10 hours of field experience completed in a school setting
  6. complete the online “Application for Admission to Teacher Education”; and
  7. receive approval of the Screening Committee.; see “Admission Categories”

Reclassification from Provisional to Full Admission
To be eligible for consideration for reclassification from provisional to full admission a student must attain all of the requirements for full admission.

Student Teaching Admission Requirements
To gain admission to student teaching, a student must submit his/her application by March 1st in the year preceding the year in which he/she plans to student teach, and receive approval from the teacher education program’s Screening Committee. Student teaching is a full-time experience and so students may not be enrolled in courses during the student teaching semester beyond L.EDU-490: Capstone and Portfolio.-PJ

  1. attain and maintain all of the requirements for full admission;
  2. complete 89 semester hours prior to the beginning of the student teaching semester, with a cumulative grade point average of at least 2.75;
  3. complete the appropriate prerequisite professional education courses for student teaching, including all introductory and intermediate phase courses;
  4. complete each course in the content major prior to student teaching, with a grade no less than C (2.0);
  5. complete the general education courses required for licensure with a grade no less than C (2.0);
  6. submit verified logs of hours to total 80 or 100 hours as required by endorsement area for licensure;
  7. demonstrate personal and professional attributes consistent with that of a classroom practitioner;
  8. have a clean conduct record;
  9. complete the online “Application for Admission to Student Teaching” by March 1;
  10. receive approval of the Screening Committee.

Requirements for Recommendation for Iowa Licensure
In order to be eligible for licensure from the State of Iowa Board of Educational Examiners, a student must:

  1. submit to the Licensure Officer during the semester of student teaching the State of Iowa application for licensure and appropriate fees;
  2. pass the FBI Background check by submitting your fingerprints to the BOEE;
  3. have an overall cumulative grade point average of not less than 2.75;
  4. earn a grade of not less than a C (2.0) in each of the required teaching specialty studies courses and professional Education courses;
  5. acquire a core of liberal arts knowledge including, but not limited to, mathematics, natural sciences, social sciences, and humanities. For those having enrolled as first year students at Loras College, this requirement must be met by completing the College’s general education curriculum with a grade of at least C in each course. For those enrolling as transfer students, the requirement can be met by completing courses with a grade of not less than a C (2.0) in: English composition, developmental psychology, communication arts, mathematics, courses in literature, U.S. history or U.S. government, biological sciences or physical sciences;
  6. present a passing score on the Praxis II exam in both content and pedagogy;
  7. meet all institutional graduation requirements;
  8. successfully complete the portfolio requirement
  9. receive the recommendation of the Licensure Officer.

Attainment of all course, program, and graduation requirements must be verified by an official Loras College transcript. Conviction for any criminal offense other than traffic violations may be sufficient grounds for the Iowa Board of Educational Examiners to deny licensure.

Admission to Teacher Education Program for Individuals Holding a Bachelor’s Degree
An individual who wishes to pursue teaching certification and holds a bachelor degree from a regionally accredited institution must initially seek admission as a teacher licensure student.

Advising First Year Students
Students typically do not begin coursework in the teacher education program until their second or third semester. The teacher education program advises students interested in Teacher Education to meet the following requirements during the first year.

  1. Foundational general education courses with no grade lower than a C (2.0) in the following courses: College Writing, Public Speaking, Mathematical Modeling (L.LIB-112, Survey of Math Models-FM or above), L.MAT-110 and L.MAT-111 Mathematics for Elementary Teachers I and II for Elementary, Early Childhood, and Instructional Strategist I K-8 majors, Catholic Tradition, A course in developmental psychology (which includes the age range for which the teaching license is being sought).
  2. Additional courses that are appropriate for first year students pursuing an elementary education major including: L.EDU-200 Foundations of Education, L.EDU-205 Foundations of Special Education, L.EDU-221 Learning Environment and Social Interaction, L.EDU-223 Collaboration for Effective Learning, and for those pursuing an endorsement in early childhood education, L.EDU-222 Introduction to Early Childhood Education.
  3. Achieve passing scores on a standardized test of basic academic skills. The Teacher Education Program uses the Collegiate Assessment of Academic Proficiency (CAAP) published by ACT.

Requirements for the major in Elementary Education (B.A.):
Students seeking licensure at the elementary level must also complete at least one teaching endorsement.

Req Course Cr’s
1   L.EDU-200: Foundations of Education 2
2   L.EDU-205: Foundations of Special Education 2
3   L.PSY-121: Developmental Psychology 3
Select one from Req 4
4   L.EDU-203: Teaching for Social Justice 3
4   L.EDU-265: Multicultural Education-AC 3
5   Elective: Any science course beyond general education requirement 3 to 4
6   L.MAT-110: Math for Elementary & Middle School Teachers I 4
7   L.MAT-111: Math for Elementary & Middle School Teachers II-FM 4
8   L.EDU-221: Learning Environment & Social Interactions 2
9   L.EDU-223: Collaboration for Effective Learning 3
10   L.EDU-230: Children’s & Young Adult Literature-AA 3
11   L.EDU-232: Curriculum & Instruction in PE, Health & Wellness 1
12   L.EDU-233: Curriculum & Instruction in Performing Arts 1
13   L.EDU-234: Curriculum & Instruction in Visual Arts 1
14   L.EDU-255: Social Studies Curriculum & Instruction 2
15   L.EDU-256: Science Curriculum & Instruction 3
16   L.EDU-331: Curriculum & Instruction in Language Arts 3
17   L.EDU-332: Beginning Reading 3
18   L.EDU-333: Curriculum & Instruction in Mathematics 3
19   L.EDU-334: Intermediate Clinical 1
20   L.EDU-337: Reading Across the Curriculum 3
21   L.EDU-340: Differentiated Instruction, Grades K-6 2
22   L.EDU-432: Student Teaching in the Elementary School 10
23   L.EDU-490: Capstone Seminar & Portfolio-PJ 2
64 to 65 total required credits


Requirements for the certification in Secondary Education:

All prospective secondary teachers are strongly advised to enroll in L.ENG-391 Language, Theory and Teaching of Writing. Students seeking licensure at the secondary level must have an academic major outside of Education in an approved teaching major field. Students should consult with their academic advisor regarding specific teaching major and minor requirements.

Req Course Cr’s
1   L.EDU-200: Foundations of Education 2
2   L.EDU-205: Foundations of Special Education 2
3   L.PSY-121: Developmental Psychology 3
Select one from Req 4
4   L.EDU-203: Teaching for Social Justice 3
4   L.EDU-265: Multicultural Education-AC 3
5   L.EDU-339: Differentiated Instruction, Grades 5-12 2
6   L.EDU-350: General Secondary Curriculum & Instruction 3
7   L.EDU-350L: Intermediate Clinical, Grades 5-12 1
Select one from Req 8
8   L.EDU-352: Special Secondary Curriculum/Methods-English 3
8   L.EDU-353: Special Secondary Curriculum/Methods-Mathematics 3
8   L.EDU-354: Special Secondary Curriculum/Methods-Science 3
8   L.EDU-355: Special Secondary Curriculum/Methods-Social Studies 3
8   L.EDU-356: Special Methods Spanish, Grades K-8 & 5-12 3
9   L.EDU-357: Reading in the Middle & Secondary School 3
10   L.EDU-452 : Student Teaching in Secondary School 10
11   L.EDU-490: Capstone Seminar & Portfolio-PJ 2
34 total required credits
Course Descriptions

L.EDU-200: Foundations of Education
The purpose of this course is to introduce students to the teaching profession by looking at the theoretical underpinnings of education and how theory manifests itself in classroom practice. The class is divided into the following main topics: Teaching as a Profession; What We Teach and Why; History of American Education; and Philosophies of Education. Concurrent enrollment in L.EDU-205. 2 credits.

L.EDU-203: Teaching for Social Justice
This course focuses on preparing teacher candidates to work with students from diverse backgrounds. Topics include: race, religion, gender, social class, disabilities, global education, and English language learners. The goal of the course is for teacher candidates to develop multicultural awareness, learn effective classroom strategies to help close the achievement gap, and to become advocates for multicultural education. Students will also have the opportunity to tutor local students from culturally and linguistically diverse backgrounds. 3 credits. January term.

L.EDU-205: Foundations of Special Education
This course introduces students to the policies and practices of special education, including major models, theories, philosophies, historical points of view and contemporary issues. Laws, policies, procedural safeguards and ethical principles related to the process of identifying students with various exceptionalities will be covered Classroom teacher responsibilities for providing interventions, instructional modifications and accommodations to meet the needs of diverse learners will be introduced. Concurrent enrollment in L.EDU-200. 2 credits.

L.EDU-221: Learning Environment & Social Interactions
This course is required for all students pursuing an elementary education major. It introduces students to different theoretical perspectives associated with students’ behavior in the classroom. The course examines the roles and responsibilities of teachers in creating and managing a classroom environment that supports the academic, emotional, and behavioral needs of all students. In addition, the course explores current ethical and legal standards which frame the use of evidence-based practices designed to establish positive learning and social outcomes for all students in an inclusive classroom. Not open to first year students. Prerequisite: L.EDU-200. 2 credits.

L.EDU-222: Introduction to Early Childhood Education, Birth to Age Eight
The focus is on historical and philosophical developments in the care and education of children with typical and atypical development, birth through age eight. Legal basis of services for young children and current social issues and legislation are studied. Students are introduced to the range of children served and services provided in a variety of settings, and includes a 15 hour field experience. 3 credits.

L.EDU-223: Collaboration for Effective Learning
This course is required for all students pursuing an elementary education major. It introduces students to concepts related to family systems theory and collaboration with parents, guardians, and other professionals. The course examines the roles and responsibilities of teachers in creating and maintaining partnerships with families of students who have been diagnosed with a disability and professionals involved with the children and their families. In addition, the course explores current ethical and legal standards which frame the use of evidence-based practices designed to establish positive collaborations with other professionals and members of students’ families. L.EDU-200 recommended. 3 credits.

L.EDU-230: Children’s & Young Adult Literature-AA
This course is a survey and analysis of literacy materials for children and young adults. This course will provide a broad understanding of the history and many genres of literature for children and young adults. It will further introduce students to the process of evaluating and choosing quality literature. Students will explore contemporary strategies and techniques for shaping the experiences of children and young adults with both print and non-print literacy materials. Prerequisites: L.LIB-100; L.LIB-105; L.LIB-110; L.LIB-130 or L.LIB-135. 3 credits. Dependent upon staff and demand.

L.EDU-232: Curriculum & Instruction in PE, Health & Wellness
Collaboration between elementary teachers that are specialists (physical education, art, music, theater, dance) and generalists is essential for establishing a learning environment that reinforces and deepens the growth and development of the whole child. This course introduces students preparing to become general elementary classroom teachers to a) the content standards and curriculum essentials for physical education and health, b) the importance of developing physically literate individuals that are capable of sustaining an active and healthy lifestyle, and c) strategies for learning about movement and learning through movement. This course is taught concurrently with EDU 233 and EDU 234 in order to provide students with the opportunity to plan and apply integrated lessons. 1 credit. Taken concurrently with L.EDU-233 and L.EDU-234.

L.EDU-233: Curriculum & Instruction in Performing Arts
Collaboration between elementary teachers that are specialists (physical education, art, music, theater, dance) and generalists is essential for establishing a learning environment that reinforces and deepens the growth and development of the whole child. This course introduces students preparing to become general elementary classroom teachers to a) the content standards and curriculum essentials in the performing arts (music, theater, dance), b) the important connections between expressions of art and culture, and c) how the creation and/or performance of art can lead to more meaningful learning. This course is taught concurrently with EDU 232 and EDU 234 in order to provide students with the opportunity to plan and apply integrated lessons. 1 credit. Taken concurrently with L.EDU-232 and L.EDU-234.

L.EDU-234: Curriculum & Instruction in Visual Arts
Collaboration between elementary teachers that are specialists (physical education, art, music, theater, dance) and generalists is essential for establishing a learning environment that reinforces and deepens the growth and development of the whole child. This course introduces students preparing to become general elementary classroom teachers to a) the content standards and curriculum essentials in the performing arts (music, theater, dance), b) the important connections between expressions of art and culture, and c) how the creation and/or performance of art can lead to more meaningful learning. This course is taught concurrently with EDU 232 and EDU 234 in order to provide students with the opportunity to plan and apply integrated lessons. 1 credit. Taken concurrently with L.EDU-232 and L.EDU-233.

L.EDU-253: STEM Curriculum & Methods for Elementary Teachers I
This course for elementary education majors is an introduction to STEM curriculum and methods. It is a required course for the K-8 STEM endorsement and includes both content acquisition in a traditional college classroom as well as application of content in an elementary school setting. 3 credits. January term.

L.EDU-255: Social Studies Curriculum & Instruction
This course introduces students to the diversity of cultures prevalent in K-12 U.S. schools today and the impact that this diversity has on student learning. The course examines the historic influences of cultures on education policy in the U.S. and how this continues to have an impact on K-12 systems today. In addition, the course explores how different elements of culture (particularly race, religion, gender, social class, disabilities, language, and geographic region) in the K-12 classroom have influenced student learning. Most importantly, this course addresses how schools are effectively addressing the needs of multiple cultures in their classrooms and developing successful strategies to counter bullying, harassment and discrimination of all kinds. Restriction: Admission to Teacher Education required. 2 credits.

L.EDU-256: Science Curriculum & Instruction
Science teaching is a complex activity and requires that teachers have both theoretical and practical knowledge. Effective science teachers have (1) a clear understanding of the nature of science, (2) adequate science content knowledge, (3) knowledge of how students learn, and (4) competence in implementing strategies that exemplify best practice in science teaching. Students will complete this course with a strong foundation in these four areas in order to continue to grow and develop throughout their elementary science teaching career. Corequisite: L.EDU-255. Restriction: admission to Teacher Education. 3 credits.

L.EDU-260: Foundations of Reading
This course is an introduction to the psychological, socio-cultural, and linguistic foundations of reading and writing processes and instruction. A primary focus of the course includes the range of research pertaining to reading, writing, and learning, as well as the history of reading instruction. Out of class time required for tutoring lab. Prerequisite: Not open to first year students. Prerequisite: L.EDU-200. 3 credits.

L.EDU-261: Early Childhood Language & Literacy
Study of oral and written language acquisition and development, birth through kindergarten. Includes theory and practical applications to build knowledge, skills, and dispositions as well as principles of parental and teacher guidance. Prerequisite: Admission to Teacher Education. 3 credits. January term.

L.EDU-265: Multicultural Education–AC
This course introduces students to the diversity of cultures prevalent in K-12 U.S. schools today and the impact that this diversity has on student learning. The course examines the historic influences of cultures on education policy in the U.S. and how this continues to have an impact on K-12 systems today. In addition, the course explores how different elements of culture (particularly race, religion, gender, social class, disabilities, language, and geographic region) in the K-12 classroom have influenced student learning. Most importantly, this course addresses how schools are effectively addressing the needs of multiple cultures in their classrooms and developing successful strategies to counter bullying, harassment and discrimination of all kinds. Prerequisites: LIB 100; LIB 105; LIB 110 and completion of either LIB 130, LIB 135 or LIB 220. 3 credits.

L.EDU-321: Curriculum Methods & Materials, Infants & Toddlers
Planning and implementing an integrated program appropriate to infant and toddler development of language, thinking and reasoning are primary aims of this course, with an exploration of techniques and approaches for creating safe and healthy infant and toddler learning environments. Requires a 10-hour field experience. Prerequisites: L.EDU-222; admission to Teacher Education; concurrent registration in L.EDU-323. 3 credits.

L.EDU-323: Curriculum, Methods & Materials/Preprimary
Planning and implementing an integrated program appropriate to preprimary level development of language, thinking and reasoning, and creative expression. Requires a 10-hour field experience. Prerequisites: L.EDU-222 and admission to Teacher Education; concurrent registration in L.EDU-321. 3 credits.

L.EDU-327: Developmental Curriculum & Methods for Children with Special Needs, Birth to Age Five
This course focuses on philosophy, goals, and service delivery approaches for children birth through five, with and without special needs, and their families. Strategies to embed social and functional goals of children with mild to severe special needs into natural routines and development and implementation of an IEP through activity-based instruction and social skills development are covered. Includes a 10-hour field experience. Prerequisites: L.EDU-222. 3 credits.

L.EDU-331: Curriculum & Instruction in Language Arts
This course focuses on writing, speaking, listening, and visually representing within a balanced language and literacy program that emphasizes principles of effective pedagogy for all students. Goals, content, standards, materials, processes, and strategies with a focus on building an effective writing process over time and word study. Prerequisite: Admission to Teacher Education. Concurrent enrollment in L.EDU- 332. 3 credits.

L.EDU-332: Beginning Reading
This course is an introduction to evidence-based methods of beginning reading instruction and assessment. Reading development, process, goals, content, standards, materials, and strategies with a focus on guided reading are included as primary components in this course. Reading Recovery will be examined. Prerequisite: Admission to Teacher Education. Concurrent enrollment in L.EDU- 331. 3 credits.

L.EDU-333: Curriculum & Instruction in Mathematics
This course is a treatment of the goals, content, materials and teaching strategies for planning and implementing a mathematics program in the elementary classroom. Prerequisites: L.MAT-111 and admission to Teacher Education. 3 credits.

L.EDU-334: Intermediate Clinical
Development of technical teaching and management skills through clinical teaching experiences; observations, reflections, analysis and evaluation of teaching performance by student, peers, classroom teacher, and course instructor within a 50-hour field experience in a local elementary classroom. Prerequisites: Admission to Teacher Education; L.EDU-255, 256, 330, 331, 332, 333. Graded pass/fail only. 1 credit.

L.EDU-337: Reading Across the Curriculum
This course focuses on effective reading instruction and assessment with an emphasis on the upper elementary grades. Goals, content, standards, materials, strategies for processing a variety of texts, developing comprehension, fluency, and expanding vocabulary within a balanced literacy program. Out of class time required for tutoring lab. Prerequisites: Admission to Teacher Education; L.EDU-331 and 332. 3 credits.

L.EDU-339: Differentiated Instruction, Grades 5-12
This course will deepen student’s capacity to identify individual learning differences among children (grades 5-12) and to develop specific strategies for meeting their different learning needs. Students will gain experience in developing individualized learning goals and determining the content, materials, teaching and management strategies for learners with special needs, including the gifted and talented. Recommended that course be taken concurrently with EDU 350. Restriction: Admission to Teacher Education Program. 2 credits.

L.EDU-340: Differentiated Instruction, Grades K-6
This course will deepen student’s capacity to identify individual learning differences among children (grades K-6) and to develop specific strategies for meeting their different learning needs. Students will gain experience in developing individualized learning goals and determining the content, materials, teaching and management strategies for learners with special needs, including the gifted and talented. 2 credits.

L.EDU-343: Assessment & Evaluation of Exceptionality, Grades PreK-12
The purpose and content of a variety of formal and informal assessments and their use in making data-based educational decisions are explored. Topics covered include informal assessment and analysis, standardized, norm-referenced and criterion-referenced instruments, systematic observation, curriculum-based measurement, response to intervention (RTI), IEP development, and progress monitoring. Prerequisite: Admission to Teacher Education. 3 credits.

L.EDU-345: Career Development & Transition
Study of career and vocational education for learners with special needs; identification of interests and aptitudes, organization of training and work options as well as transition planning; includes job analysis, job seeking skills, work adjustment, learner evaluation and follow-up, and legal implications. Restriction: Admission to Teacher Education. 1 credit.

L.EDU-346: Learning & Behavior Strategies I
Introduction to learning and behavior characteristics of students with exceptional learning needs, identification and classification systems, inclusionary practices, strategies and teaching techniques, evidence-based practices and the development of the Individual Education Plan. This course covers specific learning and behavior strategies related to lesson design and the development of the IEP for students who have identified learning, emotional or behavioral needs, early learners to high school age. 3 credits.

L.EDU-348: Learning & Behavior Strategies II
Extended work on learning and behavior characteristics of students with exceptional learning needs, evidenced-based practices, curriculum methods, strategies and teaching techniques; development of the Individual Education Plan, early learners to high school age. 3 credits.

L.EDU-350: General Secondary Curriculum & Instruction
This course focuses on preparing teaching candidates to teach in middle and high school settings. Topics include: lesson planning, instructional strategies, classroom management, the middle school concept, 21st century skills, and the Iowa Core Curriculum. The course includes a 30 hour field experience in a PDS (Professional Development School) at Wahlert High School. Please note the field experience also includes completion of teacher related tasks coordinated by the instructor and partner teacher at WHS. Prerequisite: Admission to Teacher Education. 3 credits.

L.EDU-350L: Intermediate Clinical, Grades 5-12
This is a supervised 50 hour clinical field experience in the PDS (Professional Development School) program located on-site at a single high school setting. During the semester, teacher candidates will close the gap between theory and practice by teaching lessons and implementing what they have learned from EDU 350. In addition, they will complete teacher related tasks coordinated by the instructor and their partner teacher at the school. Course taken concurrently with L.EDU-350. 1 credit.

L.EDU-352: Special Secondary Curriculum & Methods-English
This is a survey of the goals, content, materials, and strategies for teaching English at the middle and high school levels, including an analysis of specific subject matter curriculum. Includes a 30-hour field experience in a middle or high school. Restriction: Admission to Teacher Education. Recommended: L.EDU-350. 3 credits.

L.EDU-353: Special Secondary Curriculum & Methods-Mathematics
This is a survey of the goals, content, materials, and strategies for teaching Mathematics at the middle and high school levels, including an analysis of specific subject matter curriculum. Includes a 30-hour field experience in a middle or high school. Restriction: Admission to Teacher Education. Recommended: L.EDU-350. 3 credits.

L.EDU-354: Special Secondary Curriculum & Methods-Science
This is a survey of the goals, content, materials, and strategies for teaching Science at the middle and high school levels, including an analysis of specific subject matter curriculum. Includes a 30-hour field experience in a middle or high school. Restriction: Admission to Teacher Education. Recommended: L.EDU-350. 3 credits.

L.EDU-355: Special Secondary Curriculum & Methods-Social Studies
This is a survey of the goals, content, materials, and strategies for teaching Social Studies at the middle and high school levels, including an analysis of specific subject matter curriculum. In particular, there will be an emphasis on the powerful social studies teaching strategies emphasized by NCSS (National Council for the Social Studies). Includes a 30-hour field experience in a middle or high school. Restriction: Admission to Teacher Education. 3 credits.

L.EDU-356: Special Methods Spanish, Grades K-8 & 5-12
Goals, content, materials, and strategies for teaching a second language (Spanish) at the elementary and secondary level. Analysis of specific curriculum and methodologies, exploration of the intersection between language and culture, and 30-hour field experience included in course expectations. Restriction: Admission to Teacher Education. Recommended: L.EDU-350 (for secondary majors) or L.EDU-334 (for elementary majors) completed. 3 credits.

L.EDU-357: Reading in the Middle & Secondary School
Secondary students are presented an overview of reading and reading techniques, assessment, materials, teaching strategies and study strategies for middle and high school subject-matter areas. Prerequisite: Admission to Teacher Education. 3 credits.

L.EDU-360: Evaluation & Diagnosis of Reading Problems
This course provides for an examination of instruments useful to the classroom teacher for assessment purposes with an emphasis on the informal reading inventory. Attention to evaluating and interpreting data received during assessment experiences and used as a basis for diagnosis of student strengths and needs. Prerequisite: L.EDU-332. Restriction: Admission to Teacher Education. 3 credits.

L.EDU-361: Practicum & Instruction in Remediation of Reading Problems
This experience facilitates the acquisition of strategies for improving reading performance of developmental and corrective readers in the elementary classroom. Supervised practicum provides opportunities to tutor elementary children using specific strategies for correcting word and comprehension deficiencies. Special needs of students with cultural or language differences are addressed. Prerequisites: Admission to Teacher Education, L.EDU-332 and 360. 3 credits.

L.EDU-411: Student Teaching in Elementary Music
Directed participation in an elementary school; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for eight weeks. Restriction: Admission to student teaching. Graded pass/fail only. 5 credits.

L.EDU-412: Student Teaching in Secondary Music
Directed participation in a secondary school; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for eight weeks. Restriction: Admission to student teaching. Graded pass/fail only. 5 credits.

L.EDU-424: Student Teaching in Early Childhood Special Ed (ages 0-5)
Directed participation in infant and toddler or pre-k inclusive settings; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for eight weeks. Prerequisite: Admission to student teaching. Graded pass/fail only. 5 credits. Restriction: Admission to student teaching. Graded pass/fail only. 5 credits.

L.EDU-425: Student Teaching in Early Childhood (ages 0-5)
Directed participation in infant and toddler or pre-k inclusive settings; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for eight weeks. Restriction: Admission to student teaching. Graded pass/fail only. 5 credits.

L.EDU-426: Student Teaching in Primary, Grades K-3 (ECE)
Directed participation in kindergarten, first, second or third grade inclusive settings; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for eight weeks. Restriction: Admission to student teaching. Graded pass/fail only. 5 credits.

L.EDU-432: Student Teaching in the Elementary School
Directed participation in the schools; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for 16 weeks. Restriction: Admission to student teaching. Graded pass/fail only. 10 credits.

L.EDU-441: Student Teaching: Instructional Strategist I, K-8
Directed participation in the schools; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for 8 weeks. Co-requisite L.EDU-442. Graded pass/fail only. 5 credits.

L.EDU-442: Student Teaching: Elementary Education with Instructional Strategist I
Directed participation in the schools; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for 8 weeks. Restriction: Admission to student teaching. Co-requisite:
L.EDU-441. Graded pass/fail only. 5 credits.

L.EDU-443: Student Teaching: Instructional Strategist I, 5-12
Directed participation in the schools; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for 8 weeks. Prerequisites: Admission to student teaching. Co-requisite: L.EDU-444. Graded pass/fail only. 5 credits.

L.EDU-444: Student Teaching: Secondary Education with Instructional Strategist I
Directed participation in the schools; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for 8 weeks. Restriction: Admission to student teaching. Co-requisite: L.EDU-443. Graded pass/fail only. 5 credits.

L.EDU-452: Student Teaching in Secondary School
Directed participation in a secondary school; observation and teaching under guidance of college supervisor and cooperating teacher; individual and group conferences; full-day experience for 16 weeks. Restriction: Admission to student teaching. Graded pass/fail only. 10 credits.

L.EDU-490: Capstone Seminar & Portfolio-PJ
This course provides student teachers with an opportunity to reflect on their own learning experience at the same time that they are facilitating the learning of others through their student teaching experience. This course prompts students to reflect on how they have grown as a learner in relation to the Loras College dispositions and how their Loras experience has shaped the teacher that they are becoming. The course also serves to encourage student teachers to deepen and share their problem solving skills as they collectively share their student teaching challenges and victories. Fundamentally, the course requires that students create an electronic portfolio that synthesizes their skills and dispositions as an emerging teacher within the context and value of their liberal arts preparation at Loras College. Concurrent enrollment in student teaching required. 2 credits.

Career Opportunities

The Teacher Education Program at Loras College is committed to developing teachers who demonstrate and advocate for best educational practice, innovate through their use of technology to support student learning, and seek experiences that deepen and broaden their knowledge of students’ needs in the 21st century classroom. The Loras College Division of Education is accredited by the State of Iowa.

After receiving your degree from Loras, your career could take off into one of these fields:

  • Elementary Education
  • Secondary Education
  • Special Education Licensure
Loras College Department Staff

Virginia Maurer
Associate Professor of Education
563.588.7309 | Virginia.Maurer@loras.edu

Dr. Maurer received her doctorate at Texas A&M University in Educational Psychology. She has additional certifications and/or concentrations in Reading, Gifted and Talented, and Women’s Studies. At Loras, she teaches various courses in the Teacher Education Program including, Assessment and Evaluation, Foundations of Reading, Children’s and Young Adult Literature, Reading Across the Curriculum, Reading Diagnostics and Assessment, and Reading in the Secondary Schools. Dr. Maurer finds teaching at a private liberal arts college both inspiring and meaningful. She has worked with future teachers for over 30 years and finds the work to be extremely rewarding. She integrates issues surrounding social justice into all subject matter. Students find her classes highly interactive and engaging.

Her research interests are teaching literacy skills to women who are incarcerated; exploring the impact yoga has on reducing stress as it pertains to test anxiety and perfectionism; and using meditation in the K-12 classroom as a way to reduce stress and acts of violence.

When not teaching at Loras, Dr. Maurer enjoys traveling, gardening, reading, cooking, teaching yoga, and spending time with family and friends.

Rebecca Monhardt, Ph.D.
Associate Professor of Education
563.588.7161 | Rebecca.Monhardt@loras.edu

Before entering higher education, Dr. Monhardt taught science and language arts in grades 4-6 in Texas public schools. She earned her Ph.D. in science education in 1996 from the University of Iowa with an emphasis in qualitative research methods and geology. Before coming to Loras, she was a professor at Utah State University where she worked extensively with Navajo students and teachers and was engaged in research related to outdoor science education. Since coming to Loras College in 2009, Dr. Monhardt has been involved in various STEM education initiatives.

David Salyer, Ph.D.
Associate Professor of Education
563.588.7836 | David.Salyer@loras.edu

Scott Scheuerell, Ph.D.
Associate Professor of Education
563.588.7201 | Scott.Scheuerell@loras.edu

Scott Scheuerell taught high school social studies for nine years at Larned High School (KS) and Warrensburg High School (MO). He graduated with a Ph.D. in social studies education from the University of Missouri (’06) where his research focused on the integration of technology in social studies instruction. In the education program, he teaches Multicultural Education and Secondary Social Studies Methods. He also teaches General Secondary Methods which meets on-site at a local high school using the Professional Development School (PDS) model.

Hilarie Welsh, Ph.D.
Assistant Professor of Education
563.588.7994 | Hilarie.Welsh@loras.edu

A former high school English and middle school language arts teacher, Dr. Welsh joined the Loras faculty in 2012 after earning her PhD from the University of Illinois at Urbana-Champaign. Modeling innovative, student-centered teaching strategies is her passion, and she enjoys spending time in the Dubuque area secondary schools to remain up-to-date in current issues in local schools. Her research interests include novice teacher induction, promising pedagogical practices, and teacher inquiry.