2017-18 Academic Catalog
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Teaching

(College of Education)


www.uni.edu/coe/departments/department-teaching

The Department of Teaching is responsible for the administration of multi-faceted programs.

Department of Teaching

The Department of Teaching administers the university's program in student teaching which is required of all undergraduates seeking a teaching degree. The student teaching program is administered through the office of the Head of the Department of Teaching and is under the supervision of the Coordinator of Teacher Education and the jurisdiction of the Dean of the College of Education.

Completion of the present undergraduate teaching curriculum requires a minimum of twelve semester hours of credit in student teaching for all teacher education majors except for those who have earned credit in student teaching in another college or university. Student teaching credit earned in other colleges or universities does not completely fulfill the student teaching requirements of the University of Northern Iowa. Students who have completed three or more semester hours of credit in student teaching at another college or university in the same areas as their major at the University of Northern Iowa will have their previous experience evaluated to determine how much additional student teaching is needed.

Teacher education majors seeking a dual endorsement (i.e., special education/elementary, elementary/secondary) must complete a minimum of twelve semester hours of student teaching. The twelve hours of student teaching will be divided between the two levels in the student teaching assignment. Elementary majors with a minor in special education must complete one-half of their twelve-hour student teaching experience in a regular classroom and one-half of their twelve-hour experience in a special education setting.

Special area majors (i.e., art, ESL, music, and physical education) receive K-8 and 5-12 endorsements. They are required to complete twelve semester hours of student teaching in the special subject area. Special area majors must complete student teaching at both the elementary and secondary school levels.

The primary purpose of student teaching is to provide the student the opportunity to experience, in depth, the full role and meaning of teaching in a school setting. Specific emphasis is given to:

  1. the analysis of teaching and learning,
  2. the preconditions of learning,
  3. the organization of instructional content,
  4. adapting methods and techniques to organization and content,
  5. the logical process of teaching, and
  6. principles of self-evaluation.

This broad pattern of experiences includes planning and organizing for instruction, developing classroom teaching competencies and skills, evaluating pupil progress, participating in extra-class activities, working with special school personnel, and utilizing school and community resources in the instructional program.

A student teacher who withdraws from student teaching [TEACHING 3132 (280:132), TEACHING 3134 (280:134), TEACHING 3135 (280:135)TEACHING 3137 (280:137), TEACHING 3138 (280:138), TEACHING 3139 (280:139), TEACHING 3140 (280:140)] prior to the mid-point of either the first or second assignment within the twelve-hour experience (if two placements) or before the mid-term of a single full semester assignment will receive a W (Withdrawn). A student teacher who withdraws from student teaching after the midpoint of the student teaching term will receive a No Credit grade.

The applicant for student teaching who previously received a No Credit grade in TEACHING 3xxx must be recommended for placement to the Teacher Education Senate (TES) by the Coordinator of Teacher Education following consultation with the coordinator who gave the No Credit grade and the head of the major department(s). Approval by TES is required for placement.

The scholarship average required before a student is permitted to register for student teaching is specified in Undergraduate Degree Requirements section of this University Catalog. A student must also have been fully admitted to the Teacher Education Program and must file an application for student teaching according to the time line published by the Office of Student Field Experiences. Students whose applications are received after the established deadline will not be guaranteed a placement in the semester for which they were a late applicant.

Courses

TEACHING 2017. Level 1 Field Experience: Exploring Teaching — 1 hr.

This course provides direct and indirect experiences with K-12 students in area schools allowing students the opportunity to observe child and adolescent development in context and to focus on the ways schools function, the roles and responsibilities of teachers, the expectations and requirements of the teaching profession, and current issues in the field. It provides for reflection, self-assessment, and informed decision-making regarding entry into the teacher education program and profession of teaching. Offered on credit/no credit basis only. Prerequisite(s): 2.5 cumulative GPA. Corequisite(s): EDPSYCH 2030 (200:030). (Fall, Spring, Summer)

TEACHING 3128. Level 2 Field Experience: Teacher as a Change Agent — 1 hr.

Field experience in which students are actively involved in preparing and teaching lessons in PK-12 school settings under the close supervision of a mentor teacher and field experience coordinator. In preparing, teaching, and reflecting on their lessons and other experiences, teacher candidates are expected to apply and document their understanding of teaching and learning processes, motivation, assessment, and classroom management. Offered on credit/no credit basis only. Prerequisite(s): TEACHING 2017; EDPSYCH 2030 (200:030); or equivalents. Requires admission to teacher education and 2.50 cumulative GPA. Corequisite(s): EDPSYCH 3148 (200:148); MEASRES 3150 (250:150). (Fall, Spring, Summer)

TEACHING 3129. Secondary and Special-Area Classroom Management — 1 hr.

Focus on skills needed to plan engaging instruction, manage the learning environment, foster rapport with students and plan for individual student needs, evaluate effectiveness of instruction/management, and collaborate with peers and mentors in secondary and special area classrooms. Students reflect on management implications of lessons and complete 4-6 hours of field experience focused on management. Prerequisite(s): Full admission to Teacher Education, TEACHING 2017. Prerequisite(s) or corequisite(s): TEACHING 3128. (Fall and Spring)

TEACHING 3132 (280:132). Early Childhood Teaching — 4-12 hrs.

Offered on credit/no credit basis only. Provides the student the opportunity to experience, in depth, the full role and meaning of teaching in a school setting. Experiences include planning and organizing for instruction, developing classroom teaching competencies and skills, evaluating pupil progress, participating in extra-class activities, working with special school personnel, and utilizing school and community resources in the instructional program. Prerequisite(s): completion of Levels I and II of the Professional Education Requirements. (Fall, Spring, Summer)

TEACHING 3134 (280:134). Elementary Teaching — 4-12 hrs.

Offered on credit/no credit basis only. Provides the student the opportunity to experience, in depth, the full role and meaning of teaching in a school setting. Experiences include planning and organizing for instruction, developing classroom teaching competencies and skills, evaluating pupil progress, participating in extra-class activities, working with special school personnel, and utilizing school and community resources in the instructional program. Prerequisite(s): completion of Levels I and II of the Professional Education Requirements. (Fall and Spring)

TEACHING 3135 (280:135). Special Education Teaching — 4-12 hrs.

Offered on credit/no credit basis only. Provides the student the opportunity to experience, in depth, the full role and meaning of teaching in a school setting. Experiences include planning and organizing for instruction, developing classroom teaching competencies and skills, evaluating pupil progress, participating in extra-class activities, working with special school personnel, and utilizing school and community resources in the instructional program. Prerequisite(s): completion of Levels I and II of the Professional Education Requirements. (Fall and Spring)

TEACHING 3137 (280:137). Middle School/Junior High Teaching — 4-12 hrs.

Offered on credit/no credit basis only. Provides the student the opportunity to experience, in depth, the full role and meaning of teaching in a school setting. Experiences include planning and organizing for instruction, developing classroom teaching competencies and skills, evaluating pupil progress, participating in extra-class activities, working with special school personnel, and utilizing school and community resources in the instructional program. Prerequisite(s): completion of Levels I and II of the Professional Education Requirements. (Fall and Spring)

TEACHING 3138 (280:138). Secondary School Teaching — 4-12 hrs.

Offered on credit/no credit basis only. Provides the student the opportunity to experience, in depth, the full role and meaning of teaching in a school setting. Experiences include planning and organizing for instruction, developing classroom teaching competencies and skills, evaluating pupil progress, participating in extra-class activities, working with special school personnel, and utilizing school and community resources in the instructional program. Prerequisite(s): completion of Levels I and II of the Professional Education Requirements. (Fall and Spring)

TEACHING 3139 (280:139). Vocational/Technical Teaching — 4-12 hrs.

Offered on credit/no credit basis only. Provides the student the opportunity to experience, in depth, the full role and meaning of teaching in a school setting. Experiences include planning and organizing for instruction, developing classroom teaching competencies and skills, evaluating pupil progress, participating in extra-class activities, working with special school personnel, and utilizing school and community resources in the instructional program. Prerequisite(s): completion of Levels I and II of the Professional Education Requirements. (Fall and Spring)

TEACHING 3140 (280:140). Special Area Teaching: Art, ESL, Music, and Physical Education — 4-12 hrs.

Offered on credit/no credit basis only. Provides the student the opportunity to experience, in depth, the full role and meaning of teaching in a school setting. Experiences include planning and organizing for instruction, developing classroom teaching competencies and skills, evaluating pupil progress, participating in extra-class activities, working with special school personnel, and utilizing school and community resources in the instructional program. Prerequisite(s): completion of Levels I and II of the Professional Education Requirements. (Fall and Spring)

TEACHING 3150 (280:150). Laboratory Practice - Elementary.

For experienced teachers who have not fulfilled the student teaching requirements for elementary certification and to provide an in-depth experience. Includes practice in modern teaching procedures, construction and use of classroom instructional materials, analysis of the teaching-learning process, meeting needs of diverse learners, classroom supervision, and community relations. Special seminar arranged. Requires departmental recommendation and consent. (Variable)

TEACHING 3151 (280:151). Laboratory Practice - Secondary.

For experienced teachers who have not fulfilled the student teaching requirements for secondary certification and to provide an in-depth experience. Includes practice in modern teaching procedures, construction and use of classroom instructional materials, analysis of the teaching-learning process, meeting needs of diverse learners, classroom supervision, and community relations. Special seminar arranged. Requires departmental recommendation and consent. (Variable)

TEACHING 4170/5170 (280:170g). Human Relations: Awareness and Application — 3 hrs.

Development of awareness of various societal subgroups, recognizing and dealing with dehumanizing biases, and learning to relate effective to various groups in order to foster respect for human diversity. Emphasis on self-awareness in human relations issues and how this awareness can be translated into positive relationships with others and integrated into one's professional responsibilities. Prerequisite(s): full admission into teacher education; junior standing. (Fall, Spring, Summer)

TEACHING 4191/5191 (280:191g). Supervision of Student Teaching — 3 hrs.

Designed primarily for those presently or potentially involved in the supervision of student teachers. Includes the selection and preparation of student teachers; readiness for student teaching; principles of supervision, including the identification and analysis of good classroom procedures and desirable experiences for the student teacher in the total school program; professional responsibilities of the student teacher in the school and community; evaluation of student teachers, and the supervising teacher's role in the selection of teachers for the profession. Also includes the selection and preparation of student teaching centers, qualifications of supervising teachers, and the role of the coordinator of student teaching. Prerequisite(s): junior standing. (Variable)

TEACHING 6250 (280:250). Advanced Laboratory Practice — 2-12 hrs.

Student may concentrate on any aspect of the school program, such as curriculum, methods, evaluation, remedial instruction, guidance, supervision, administration, public school relations, information and communication technologies, and co-curricular activities. Requires consent of the Head of Department of Teaching. (Fall, Spring, Summer)