Education - Secondary & Licensure

Follow your passion for Education

The Secondary Education program prepares candidates to work in the general education classroom at the middle and high school levels.

Instructors carefully structure and coordinate field experiences, giving students the opportunity to practice several teaching methods that will prepare them for a successful student teaching experience and career. A signature part of the Secondary Education program at Loras is the Professional Development School (PDS). Each Loras student will participate in diverse field experiences in technology-rich public and private schools.

Students majoring in Secondary Education will be required to have a double major so that they have the required content for content-area endorsement.  Students are not able to major only in Secondary Education as they are required to have a double major (Secondary Education plus another major). Licensure requirements in Iowa and elsewhere require a content-area endorsement in addition to the Secondary Education coursework.  Content-area endorsement requirements are currently embedded in a major (such as English, mathematics, sciences, etc).

 

Additional Information

The Loras Teacher Education Program offers more than twenty-five licensure and endorsement programs in Early Childhood, Elementary, Secondary, and Instructional Strategist (Special Education).

Learn More

LORAS ALUMNI IN THE DUBUQUE COMMUNITY SCHOOL DISTRICT

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

+ Read more

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.

+ Read more

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).

+ Read more
Student Learning Outcomes
Student Learning Outcomes
1. Interstate Teacher Assessment and Support Consortium Standard 1: Learner Development​
2. Interstate Teacher Assessment and Support Consortium Standard 2: Learning Differences
3. Interstate Teacher Assessment and Support Consortium Standard 3: Learning Environments​
4. Interstate Teacher Assessment and Support Consortium Standard 4 : Content Knowledge
5. Interstate Teacher Assessment and Support Consortium Standard 5: Applications of Content​
6. Interstate Teacher Assessment and Support Consortium Standard 6: Assessment
7. Interstate Teacher Assessment and Support Consortium Standard 7: Planning for Instruction
8. Interstate Teacher Assessment and Support Consortium Standard 8: Instructional Strategies
9. Interstate Teacher Assessment and Support Consortium Standard 9: Professional Learning and Ethical Practice​
10. Interstate Teacher Assessment and Support Consortium Standard 10: Collaboration​
Major Requirements & Endorsement

TEACHER EDUCATION
Secondary Education
Division of Teacher Education & Behavioral Sciences
Leonard Decker, Ph.D., Chair
Leonard.Decker@loras.edu
563.588.7030

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 membership 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 12-May
100 Teacher – Birth Through Grade Three, Inclusive Settings PK-3
102 Teacher – Elementary Classroom K-6
119 English/Language Arts K-8
120 English/Language Arts 12-May
133 Spanish K-8
134 Spanish 12-May
142 Mathematics K-8
143 Mathematics 12-May
144 Music K-8
145 Music 12-May
148 Reading K-8
151 Science-Biological 12-May
152 Science-Chemistry 12-May
156 Science-Physics (2nd endorsement) 12-May
157 Social Science-Am Government 12-May
158 Social Science-Am History 12-May
162 Social Science-History K-8
163 Social Science-Psychology (2nd endorsement) 12-May
164 Social Science-Social Studies K-8
165 Social Studies-Sociology (2nd endorsement) 12-May
166 Social Sciences-World History 12-May
186 All Social Sciences 12-May
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 applications 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 Inclusive Education, PSY 121 Developmental Psychology and the Praxis Core 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 Developing Level Education courses beyond L.EDU-200, L.EDU-­205, L.EDU-221, L.EDU-222, L.EDU-223, and L.EDU-260, a student must have on record passing scores on the Praxis Core basic skills test and either (a) have previously received 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 a Developing 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
Admission: To the student who meets and maintains all admission requirements.

Admission Denied: To the student whose deficiencies in admission criteria do not indicate a readiness to be successful in the program.

Admission Revoked: To the student who has failed to maintain or progress in meeting all admission requirements and/or violated the standards of professional conduct and ethical behavior.

Student Teaching Admission Pending: To the student who has met and maintained admission requirements, is making adequate progress towards major and endorsement requirements, and has submitted the application for Student Teaching by March 1st of the academic year prior to Student Teaching.

Student Teaching Admission: To the student who has met and maintained admission requirements and has satisfactorily completed all Introducing and Developing Level professional education courses, as well as required courses in the teaching major (if any), by the conclusion of the semester prior to the semester in which he or she intends to student teach.

Admission Requirements
To receive and maintain 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 Praxis Core administered by ETS);
  2. have a cumulative grade point average of not less than 2.75 in all coursework attempted;
  3. declare a major with the Office of the Registrar, and declare 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 Inclusive 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 major, professional education sequence, and teaching endorsement 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 FM – Mathematical Modeling (for 5-12 licensure fields) or Mathematics for Elementary Teachers I and II (for K-6 licensure fields only); and
  11. gain approval of the Teacher Education Program Screening Committee (which includes a review of the student’s growth in the professional dispositions, the student’s fieldwork evaluations, and conduct record at the College).

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 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

To be eligible for consideration for student teaching admission, the student must:

  1. attain and maintain all of the requirements for 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 Introducing and Developing :Level 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; and
  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 electronic licensure application and fees to the Iowa Board of Educational Examiners (BOEE) during the semester of student teaching.
  2. Pass the FBI background check by submitting 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 course required for professional education core and teaching endorsement(s).
  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 that meets licensure requirements. 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, literature, U.S. history or U.S. government, biological sciences or physical
  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 delay or deny licensure.

Admission to Teacher Education for Individuals Holding a Bachelor’s Degree
An individual who wishes to pursue teaching licensure 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:
    1. College Writing
    2. Public Speaking
    3. Mathematical Modeling (L.LIB-112, Survey of Math Models-FM or above for Secondary Education majors);
    4. L.MAT-110 and L.MAT-111 Math for K-8 Teachers I and II for Elementary Education majors
    5. Catholic Traditions
    6. 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 Inclusive Education, L.EDU-221 Learning Environment and Collaborations, and for those pursuing an endorsement in early childhood special education (Birth Through Grade Three Inclusive Settings), L.EDU-222 Foundations of Early Childhood Education.
  3. Achieve passing scores on a standardized test of basic academic skills. The Teacher Education Program uses the Praxis Core published by ETS.

Requirements for the major in Secondary Education (B.A.):
Students seeking licensure at the secondary level must also complete an academic major outside of Education in an approved content area. All prospective secondary teachers are strongly advised to enroll in L.ENG-391 Language, Theory and Teaching of Writing. Students should consult with their content advisor regarding specific teaching major requirements.

Req Course Cr’s
1 L.EDU-200: Foundations of Education 3
2 L.EDU-205: Foundations of Inclusive Education 3
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, 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
36 total required credits

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 3
2 L.EDU-205: Foundations of Inclusive Education 3
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
6 L.MAT-110: Math for K-8 Teachers I 4
7 L.MAT-111: Math for K-8 Teachers II-FM 4
8 L.EDU-221: Learning Environment & Collaborations 3
9 L.EDU-230: Children’s & Young Adult Literature-AA 3
10 L.EDU-232: Curriculum & Instruction in PE, Health & Wellness 1
11 L.EDU-233: Curriculum & Instruction in Performing Arts 1
12 L.EDU-234: Curriculum & Instruction in Visual Arts 1
13 L.EDU-335: Social Studies Curriculum & Instruction 3
14 L.EDU-336: Science Curriculum & Instruction 3
15 L.EDU-331: Curriculum & Instruction in Language Arts 3
16 L.EDU-332: Beginning Reading 3
17 L.EDU-333: Curriculum & Instruction in Mathematics 3
18 L.EDU-334: Intermediate Clinical 1
19 L.EDU-337: Reading Across the Curriculum 3
20 L.EDU-340: Differentiated Instruction, Grades K-6 3
21 L.EDU-432: Student Teaching in the Elementary School 10
22 L.EDU-490: Capstone Seminar & Portfolio-PJ 2
66 total required credits

 

Course Descriptions

L.EDU-200: Foundations of Education

The purpose of this course is to introduce students to the teaching profession. Examples of topics explored in the course include historical milestones in U.S. education, education philosophies, learning theories, trends in education, culturally relevant teaching, and the purpose of schools in America.  10 hours of field experience required. Corequisite: L.EDU-205. 3 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. Includes a week-long experience in Chicago. 3 credits. January term.

L.EDU-205: Foundations of Inclusive Education

This course introduces students to the policies and practices of special education, including major models, and 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, as well as, basic information about the categories of disabilities according to IDEA. Corequisite: L.EDU-200. 3 credits.

L.EDU-221: Learning Environment & Collaborations

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. This course provides opportunities for students to learn professional collaboration skills and to work on a team to solve problems presented in a variety of situations. 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 a collaborative, positive learning environment for all students in an inclusive classroom. Prerequisites: L.EDU-200 and L.EDU-205. 3 credits.

L.EDU-222: Foundations of 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-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 genres of literature for children and young adults. It will further introduce students to the process of evaluating and choosing quality literature. Prerequisites: L.LIB-100; L.LIB-105; L.LIB-110; L.LIB-130, L.LIB-135, or LIB-220. 3 credits.

L.EDU-232: Curriculum & Instruction in PE, Health & Wellness

Collaboration between elementary teachers that are specialists (physical education, art, music, theater, and 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 taken concurrently with EDU 233 and EDU 234 in order to provide students with the opportunity to plan and apply integrated lessons. Corequisites: L.EDU-233 and L.EDU-234. 1 credit.

L.EDU-233: Curriculum & Instruction in Performing Arts

Collaboration between elementary teachers that are specialists (physical education, art, music, theater, and 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, and 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 taken concurrently with EDU 232 and EDU 234 in order to provide students with the opportunity to plan and apply integrated lessons. Corequisites: L.EDU-232 and L.EDU-­234. 1 credit.

L.EDU-234: Curriculum & Instruction in Visual Arts

Collaboration between elementary teachers that are specialists (physical education, art, music, theater, and 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, and 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 taken concurrently with EDU 232 and EDU 233 in order to provide students with the opportunity to plan and apply integrated lessons. Corequisites: L.EDU-232 and L.EDU-­233. 1 credit.

L.EDU-260: Foundations of Reading

This course is an introduction to the psychological, sociocultural, motivational, linguistic, and historical 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, including the analysis of scientifically based reading research, as well as the histories of reading instruction. Includes information on reading difficulties and dyslexia. Out-of-class is time required for clinical work with English language learners and observations of reading instruction. Restrictions: Reading endorsement students only, not open to first year students. Prerequisites: L.EDU-200 and L.EDU-205. 3 credits. Spring semester.

L.EDU-261: Early Childhood Language & Literacy

This course is an intensive study of the oral and written language acquisition and development of children birth through kindergarten. As a community-based learning course, students will spend time in kindergarten classrooms providing supplemental literacy instruction using current technology. Prerequisites: Declared endorsement in Reading K-8. Not open to first year students. 3 credits. January Term.

L.EDU-265: Multicultural EducationAC

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., how this continues to have an impact on K-12 systems today, and global education. 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. Students in the course have the opportunity to mentor students from diverse backgrounds in the community. Prerequisites: L.LIB-100; L.LIB-105; L.LIB-110 and completion of either L.LIB-130, L.LIB-135 or L.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: admission to Teacher Education; L.EDU-222. Corequisites: L.EDU-323 and L.EDU-327. 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: admission to Teacher Education; L.EDU-222. Corequisites: L.EDU-321 and L.EDU-327. 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. This course will follow the interdisciplinary team-based development and implementation of an Individual Family Service Plan (IFSP) and an Individual Education Plan (IEP).  The successful implementation of these plans within natural environments and typical routines will be investigated. Includes a 10-hour field experience. Prerequisite: admission to Teacher Education; L.EDU-222. Corequisites: L.EDU-321 and L.EDU-323. 3 credits.

L.EDU-331: Curriculum & Instruction in Language Arts

This course is an introduction to teaching the language arts (listening, speaking, reading, writing, viewing and visually representing) within an integrated, comprehensive, and balanced literacy program. Addresses standards-based instruction; writing and spelling development; assessment and strategies for teaching writing (process, genres, grammar, and handwriting); effectively using digital tools and resources; and differentiating instruction to meet the unique needs of all students.

Prerequisite: admission to Teacher Education. Corequisite: L.EDU-332. 3 credits.

L.EDU-332: Beginning Reading

This course is an introduction to how teachers help children build an effective beginning reading process over time and support the acquisition of strategic activities to problem-solve novel aspects of print within an integrated, comprehensive, and balanced literacy program. Addresses the major components of reading; the integration of standards with interest, motivation, and background knowledge; grouping students and selecting appropriate print and digital materials; and differentiating instruction to meet the unique needs of all students including those with dyslexia. Prerequisite: admission to Teacher Education. Corequisite: 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 Professional Development School. Prerequisites: admission to Teacher Education; L.MAT-111. 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-331, L.EDU-332, L.EDU-333, and L.EDU-335 or L.EDU-336. Corequisite: L.EDU-340. 1 credit.

L.EDU-335: Social Studies Curriculum & Instruction

This course prepares students with the knowledge and skills necessary to implement an inquiry-based social studies program in an elementary classroom. Students will integrate content from anthropology, economics, geography, history, political science, and sociology in developing and implementing a place-based curriculum for elementary students. Prerequisites: admission to Teacher Education; L.EDU-331, L.EDU-332, L.EDU-333. 3 credits.

L.EDU-336: 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. Prerequisites: admission to Teacher Education; L.EDU-331, L.EDU-332, L.EDU-333. 3 credits. 

L.EDU-337: Reading Across the Curriculum

This course focuses on the integration of effective research-based literacy assessment and instruction for all students in the content areas or how teachers help children move from the beginnings of processing to fully functioning systems that expand in strength over time and across texts. Includes standards; academic language and vocabulary (knowledge of morphology and etymology); dimensions of comprehension (literal, interpretive, critical, and evaluative) and text structure; strategies for reading a variety of print and digital texts; fluency; and effectively using a variety of digital tools to support reading.  Prerequisites: admission to Teacher Education; L. EDU-331, L.EDU-332, and L.EDU-333. 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. Students will design an entire unit plan implementing a wide variety of differentiated instructional strategies. Corequisite: L.EDU-350 and L.EDU­-350L. Prerequisite: 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. Prerequisite: admission to Teacher Education. Corequisite: L.EDU-334. 3 credits.

L.EDU-343: Assessment & Evaluation of Exceptionality, Grades PreK-8

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; L.EDU-331, L.EDU-332. 3 credits.

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, evidence-based strategies and teaching techniques, 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 middle school age. Prerequisites: admission to Teacher Education Program; L.EDU-331 and L.EDU-332. 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, from early learners to middle school age. Prerequisites: admission to Teacher Education; L.EDU-346. Corequisite: L.EDU-369. 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, technology, and the Iowa Core Curriculum. This course takes place at a Professional Development School site. Prerequisite: admission to Teacher Education. Corequisites: L.EDU-339 and L.EDU-350L. 3 credits.

L.EDU-350L: Intermediate Clinical, Grades 5-12

This is a supervised, 50-hour clinical field experience in the 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 L.EDU 350. In addition, they will complete teacher-related tasks coordinated by the instructor and their partner teacher at the school. Prerequisite: admission to Teacher Education. Corequisites: L.EDU-339 and 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. Prerequisite: admission to Teacher Education. Recommended prerequisite: 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), and a focus on the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. Includes a 30-hour field experience in a middle or high school. Prerequisite: admission to Teacher Education. Recommended: L.EDU-331 and L.EDU-332. 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

In this course students will learn the types of literacy assessments and their purposes, strengths, and limitations 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. Within an MTSS framework, students will learn to use assessment data analysis to inform, plan, measure, progress monitor, and revise instruction for all students and how to communicate the outcomes of ongoing assessments to stakeholders. Prerequisites: admission to Teacher Education; L.EDU-332. 3 credits. 

L.EDU-361: Practicum & Instruction in Remediation of Reading Problems

In this course students will work under the guidance of appropriately licensed professionals who will observe, evaluate, and provide feedback on students’ knowledge, dispositions, and performance of the teaching of reading and writing in a clinical setting. Students will use reading and writing strategies, materials, and assessments based upon appropriate literacy research, and work with others and families in the support of children’s literacy development. Prerequisites: admission to Teacher Education, L.EDU-­332 and L.EDU-360. 3 credits.

L.EDU-369: Special Education Seminar

This seminar covers planning and teaching a variety of curriculum and instructional programs appropriate for individuals with exceptional learning needs, discussing case studies, problem solving to identify and use academic and behavioral strategies to assist students in achieving classroom success and reflecting on the outcomes of teaching and/or interventions. Prerequisites: admission to Teacher Education Program and completion of L.EDU-346. Corequisite: L.EDU-348. 2 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 nine weeks. Corequisite: L.EDU-412. Restriction: admission to Teacher Education. 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 nine weeks. Corequisite: L.EDU-411. Restriction: admission to Teacher Education. 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; full-day experience for nine weeks. Corequisite: L.EDU-426.  Restriction: admission to Teacher Education. 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; full-day experience for nine weeks. Corequisite: L.EDU-426. Restriction: admission to Teacher Education. 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; full-day experience for nine weeks. Corequisite: L.EDU-424 or L.EDU-425. Restriction: admission to Teacher Education. 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; full-day experience for eighteen weeks. Restriction: admission to Teacher Education. 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; full-day experience for nine weeks. Co-requisite: L.EDU-442. Restriction: admission to Teacher Education. 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; full-day experience nine weeks. Co-requisite: L.EDU-441. Restriction: admission to Teacher Education. 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; full-day experience for eighteen weeks. Restriction: admission to Teacher Education. 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 help prepare students for the job search and first years in the teaching profession. 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. 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
Questions? Contact Us!

Rebecca Fabricius M.S.
Director of Clinical Education
Licensure Official
563.588.4911 |rebecca.fabricius@loras.edu

Exploring learning and teaching at all levels, Rebecca Fabricius has taught in the full range of classrooms that encompass the licensure levels offered by the Loras College Teacher Education Program.  Pursuing various instructional models via classrooms in Texas, Nebraska, and Louisiana before returning to Dubuque to launch a Spanish Immersion program, she maintains an active Iowa license in Teaching, Coaching, and Educational Administration with Evaluator Approval endorsements.  Rebecca supports future educators in both practical and programmatic elements from their first field experiences in local PreK-12 schools through acquisition of initial licensure.

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.
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.

Donna Shaw
Instructor of Teacher Education
donna.shaw@loras.edu

Hilarie Welsh, Ph.D.
Associate 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.