Courses of Instruction

TEACHER EDUCATION

Johanson, Klostermann, McNabb (Chair), Wolfe.

Music: Carson, Hoffman
Physical Education: Rydze; Art: Thompson.

Coe College believes that the most effective preparation for teaching is one that combines a liberal arts education with courses in the theory and practice of teaching. The Teacher Education Department has the responsibility for coordinating the efforts of the College to provide such a program.

Basic college requirements and those for a major area give the student a well-rounded general education. Professional courses in education provide a foundation in principles and practices of teaching. The student gains practical experience in applying professional and general education through field experiences and, if pursuing licensure, through student teaching in area schools.

Students who successfully complete Coe’s teacher education program and student teaching are eligible to apply for an Iowa Initial Teacher License. Teaching licensure is governed by State of Iowa regulations. When changes occur, they take precedence over College policies. A Student Guide to Teacher Education at Coe is distributed in the Educational Foundations class and is available to students from the Teacher Education Department Office and on the Teacher Education website. For the most current policy information, students should consult this guide. The Teacher Education Office maintains a file of current Iowa licensure requirements. Students should consult a faculty member in the Teacher Education Department to arrange their respective courses of study.

The Teacher Education Program at Coe College is approved by the Iowa Department of Education. Copies of the annual report filed with the Iowa Department of Education are available on request.

Admission to the Teacher Education Program

The Teacher Education Department offers courses leading to three types of teacher licensure: K-6 classroom (elementary education); 7-12 content area (secondary education) and K-12 “specials” content area (art, music, physical education). The department also offers a nonlicensure elementary education option for students who wish to work with children in settings that do not require licensure. The requirements for all of these programs are detailed below. Students pursuing any of these options, including the nonlicensure option, must be admitted to the Teacher Education Program before being allowed to enroll in practicum and methods courses. Admission to Coe College does not guarantee admission to the Teacher Education Program. Relevant information related to applying to the Teacher Education Program is furnished students in connection with the first course in teacher education, Educational Foundations (EDU-205). Students who wish to continue in the Teacher Education Program are encouraged to complete their application after taking this course and successfully completing the CBASE test. The application should be: 1) submitted by the student to the student’s advisor; 2) approved and signed by the advisor; 3) approved and signed by the Department Chair in which the student majors; and 4) forwarded to the secretary of the Teacher Education Department.

The Teacher Education Committee has responsibility for review of the Teacher
Education Program, including admission of students into the program. Separate application forms for program admission and permission to student teach are available from the Teacher Education Department office.

Students must be admitted to the Teacher Education Program before they register for Practicum in Education (EDU-215) which should be taken in the sophomore or junior year. State of Iowa licensure requirements specify that a minimum of 40 hours of field experience be completed after admission to
the Teacher Education Program and prior to student teaching. In reviewing applications to the program, the committee considers the following:

1. GPA (a minimum of 2.7 is required in education core courses, courses in the major and overall)
2. Performance in education courses taken (determined, in part, by ratings on Teaching Dispositions form)
3. The essay completed on the application form
4. Satisfactory completion of basic skills testing as required by the Iowa Department of Education. Consult the Teacher Education Department office for information on the test currently in use and minimum passing scores. Test administration fees are the responsibility of the student
5. Other relevant information as provided by the chair and faculty of the Teacher Education Department and comments from faculty in classes the student is enrolled in or has recently taken

Following consideration and action by the Teacher Education Committee, the student is notified in writing regarding the committee’s decision. Appeals may be made to the committee in writing. The committee evaluates such appeals on an individual basis, using its best judgment of the student’s suitability to enter the teaching profession.

Admission of Graduates of Other Institutions to the Teacher Education Program:

Subject to review by the Teacher Education Committee, Coe may admit to the Teacher Education Program a student with a bachelor’s institution approved
by a regional accrediting association. In most cases the committee will require completion of four courses at Coe, with a minimum GPA of 2.7 prior to student teaching.

Such an applicant seeking elementary or secondary licensure, who received the highest degree more than 10 years prior to application to the Teacher Education Program at Coe, must complete two additional courses at Coe in the major area with a grade of “C” or higher, in addition to the required professional education courses.

Elementary Education/Non-Licensure

The majority of students who major in elementary education intend to become licensed K-6 classroom teachers and complete one term of full-time student teaching after completing the major. Occasionally, however, a student may wish to work with young children in settings other than those for which certification is required. Such students complete all of the required coursework for the
elementary education major without studentteaching and are advised on supplementary coursework to support their goals.

Requirements for Students Pursuing Teaching Licenses

To be recommended for licensure in any of the categories listed below, a student must have a baccalaureate degree, a cumulative grade point average of 2.7 or higher, and a grade point average of 2.7 or higher in each teaching field. The department can refuse to recommend for licensure a student who has been found to have violated the College’s Academic Integrity Policy. Further requirements for specific types of licensure are listed below.

Iowa Distribution Requirements

According to state regulations, all teachers (including PE, Art, and Music) in Iowa “shall acquire a core of liberal arts knowledge including, but not limited to, English composition, mathematics, natural sciences, social sciences, and humanities.” While the state’s distribution requirements are consistent with Coe’s General Education requirements, they are not automatically met by these requirements. Teacher Education students should consult with their advisors to coordinate this mandate with selection of courses for Coe College’s General Education.

Elementary Education Major

The elementary school teacher functions as a generalist who must draw upon a broad knowledge base from multiple disciplines. In recognition of this, the elementary teacher licensure program at Coe College consists of two components: 1) broad, general liberal arts with a limited area of specialization,
and 2) educational studies. This program of undergraduate preparation for elementary school teachers is intended to promote exploration and a balanced education drawn from a variety of fields.

Students completing this program receive a B.A. in Elementary Education and Liberal Studies. All majors are required to take the following core of courses:

1. Liberal Arts (minimum 10.0 course credits)

a) At least one course in each of the four fields of mathematics, natural
sciences, social sciences, and humanities (see Iowa Distribution Requirements above)
b) One of the following: a college-approved minor concentration a six-credit “elementary emphasis” as listed under various departments any six credits which meet state requirements for an added endorsement

2. A grade point average of 2.7 or higher in the following professional education courses:

EDU-205 Educational Foundations
EDU-215 Practicum in Education
EDU-235 Educational Psychology and Development
EDU-257 Exceptional Learners
EDU-305 Teaching Physical Science Laboratory
EDU-315 Children’s Literature I (0.5 course credit) -OR- EDU-325 Children’s Literature II (0.5 course credit)
EDU-335 Mathematics for the Elementary Teacher
EDU-345 Teaching Language Arts
EDU-355 Teaching Reading
EDU-365 Social Studies for the Elementary Teacher
EDU-387 Human Relations

3. Two of the following special methods courses:

ART-025 Art in the Elementary Classroom (0.5 course credit)
MU-035 Music for the Elementary Teacher (0.5 course credit)
PE-045 Physical Education for the Elementary Teacher (0.5 course credit)
PE-085 Health Education for the Elementary Teacher (0.5 course credit)

NOTE: As is true for all majors, elementary education students are responsible for completion of Coe’s general education requirements. Careful program planning may enable either greater breadth within the liberal arts or a deeper concentration within a specialty discipline. Programs containing such additional concentration may require more than four years of study. Elementary education students may, but do not need to, complete a second major in a single discipline.

Elementary Licensure

1. Completion of B.A. and major in Elementary Education
2. Student Teaching (4 course credits)

EDU-535 Student Teaching in the Primary Grades: K-3
EDU-545 Student Teaching in the Upper Elementary Grades: Grades 3-6

Two course credits each of primary and upper elementary student teaching are required, except by department approval.

Elementary endorsements (grades K-6) available at Coe include the following:
Art, English/Language Arts, French, German, Spanish, Health, History, Mathematics, Music, Physical Education, Reading, Science, Social Studies. Requirements for endorsements are listed in the Student Guide to Teacher Education at Coe. Interested students should consult department members for assistance in adding these endorsements to their elementary teaching license.

Secondary Education

Completion of the program in teacher education for public school teaching at the secondary level requires:

1. Liberal Arts (minimum 10 course credits)
At least one course in each of the four fields of mathematics, natural sciences, social sciences, and humanities. (See Iowa Distribution Requirements above.)
2. Fulfillment of the general licensure grade point requirement (minimum 2.7 cumulative and in the major). A recommendation by the appropriate department is required in each teaching field in which licensure is sought.
3. A major in one or more teaching fields. Teaching field(s) must be in
subjects that are ordinarily taught in the secondary schools and for which Coe has approval by the Iowa Department of Education. Endorsements are available in the following fields: Art; Business: General, Marketing Management; English; Health; Journalism; Languages: French, German, Spanish; Mathematics; Music; Physical Education; Science: Biology, Chemistry, Physics, General Sciences; Social Studies: American Government, American History, Economics, Psychology, Sociology, World History; Speech/Theatre
4. A grade point average of 2.7 or higher in the following courses in professional education:

EDU-205 Educational Foundations
EDU-215 Practicum in Education
EDU-235 Educational Psychology and Development
EDU-257 Exceptional Learners
EDU-387 Human Relations

One or more of the Methods courses:

ART-035 Art of Children and Adolescents
EDU-445 Methods of Secondary Business Education
EDU-455 Methods of Secondary Language Arts
EDU-465 Methods of Secondary Social Studies
EDU-475 Methods of Secondary Mathematics
EDU-485 Methods of Secondary Science
EDU-495 Methods of Foreign Language Instruction in Secondary Schools
MU-515 Elementary and Secondary Vocal Methods
MU-525 Elementary and Secondary Instrumental Methods
PE-415 Methods of Teaching Secondary School Physical Education

5. Satisfactory completion of:

EDU-585 Student Teaching in Middle School or Junior High School
EDU-595 Student Teaching in the Senior High School

Two course credits each of middle school/junior high and senior high student teaching are required or four course credits of either with departmental approval.

Licensure in Art, Music and Physical Education

Preparation for teaching at the elementary (K-6) and secondary (7-12) levels in the special subject areas of Art, Music, and Physical Education includes basic licensure requirements, plus special work in the fields of interest.

Students licensed in Art, Music, or Physical Education must have a grade point average of 2.7 or higher in the courses in their specialty. All candidates for licensure must be recommended by the appropriate department.

Students who qualify for licensure in Art or Physical Education (to teach at the elementary and secondary levels, K-12) must meet the general licensure grade point requirements and must earn a grade point average of 2.7 or higher in the following education courses:

EDU-205 Educational Foundations
EDU-215 Practicum in Education
EDU-235 Educational Psychology and Development
EDU-257 Exceptional Learners
EDU-387 Human Relations

To be recommended by Coe College for K-6 and 7-12 licensure in Music, a student must meet the requirements for the Bachelor of Music degree with a major in Music Education (see p. 14). Music Education students take Practicum in Music Education/Field Study (MU-265) in place of Practicum in Education (EDU-215).

Conversion Policy

Students who have completed elementary licensure requirements may be eligible to also obtain secondary licensure. In converting to secondary licensure, all requirements must be met, with the exception that the added student teaching is reduced from four credits to two. Similarly, students who have completed secondary licensure requirements may convert to elementary licensure by completing the elementary education requirements, but completing only one two-credit elementary student teaching experience.

Student Teaching

Permission to student teach requires approval of the Teacher Education Committee. Applications are due by February 1 for student teaching the following Fall Term and by April 1 for student teaching the following Spring Term. When the application is considered, each student’s standing in the Teacher Education Program is reviewed. For this review and approval, the committee considers:

1. Recommendations of cooperating teacher(s) during the student’s field experience(s).
2. Recommendations of the student’s major department(s).
3. G.P.A. (minimum of 2.7 required – cumulative, in the major and in required education courses).
4. Review by Teacher Education Department faculty.

Student teaching is the culminating experience of the Teacher Education Program. It involves observation and active participation in directing the learning experiences in a school classroom, under the supervision of a cooperating teacher and the College supervisor. A required weekly seminar is conducted by the Teacher Education faculty. Grades are S/U only. A minimum of four course credits of student teaching are required. All student teachers should register for both upper and lower grade levels, except by consent of Department Chair. Student teaching in all subjects is available for one to four course credits for students earning both Elementary and Secondary licensure. Normally, students complete two seven-week assignments, with each assignment worth two credits. Fourteen weeks of student teaching is awarded four credits. Student teaching is a full-time obligation and must be completed in one term.

EDU-535 Student Teaching in the Primary Grades: Grades K-3
EDU-545 Student Teaching in the Upper Elementary Grades: Grades 3-6
EDU-585 Student Teaching in Middle School or Junior High School
EDU-595 Student Teaching in the Senior High School
EDU-935 Elementary Student Teaching in Art, Music or Physical Education
EDU-985 Secondary Student Teaching in Art, Music or Physical Education
MU-535 Student Teaching in the Elementary School
MU-585 Student Teaching in the Secondary School

Ninth-Term/Fifth-Year Programs

Students who want to complete requirements for elementary and/or secondary teacher licensure and include more course work in their liberal arts and sciences curriculum may select one of these programs. Both programs are open to all students who have been admitted to the Teacher Education Program
and meet requirements for student teaching.

Students participating in the Ninth-Term/Fifth-Year Programs who are not on academic probation; who are full-time students; and who have completed 32 course credits, eight of which must be taken at Coe, are eligible to receive a 60% discount on tuition. Students who have satisfactorily completed four years of full-time registration at Coe may also apply for this reduction. Students continue to be eligible to apply for student loans and any available federal and state government grants. This reduction applies only to regular full-time tuition charges for undergraduate campus-based programs. Applications for tuition
reduction are available in the Teacher Education Department Office. Applications are due by March 1 for fall tuition reduction and by November 1 for spring reduction. It is the responsibility of the student to obtain and submit the application. Failure to meet the deadline results in a reduction of the discount. Students desiring to extend the discount must re-apply each term.

Exemptions from these requirements may be granted in unusual circumstances on the approval of the Vice President for Academic Affairs and Dean of the Faculty and the Teacher Education Department Chair. A written request for such consideration, detailing the circumstances and rationale, should be made to the Teacher Education Department Chair.

Teacher Eduction Courses

EDU-010 Field Experience (Elective)
Conducted in the public schools at either the elementary or secondary level. Students spend at least 60 hours of supervised work in a school setting. Prerequisite: Educational Foundations (EDU-205) or consent of instructor. (0.5 course credit)

EDU-205 Educational Foundations
A survey and analysis of historical, political, legal, social, and philosophical issues related to education and public schooling in the United States. A second course component consists of an introduction to curricular and instructional planning, including audiovisual equipment, media, and educational applications of computers. A ten-hour field experience in local schools is required.

EDU-215 Practicum in Education
Practical experience in an elementary or secondary school classroom. Students spend a minimum of 60 hours assisting a public school teacher in a range of instructional activities. College classroom experience complements the field experience and focuses on planning and other instructional practice issues, classroom management, and discipline. Not recommended for first-year students. Prerequisites: Educational Foundations (EDU-205) and admission to the Teacher Education Program, or consent of Department Chair.

EDU-235 Educational Psychology and Development
An introduction to the theories that address teaching and learning processes. Special attention is given to the following topics: the cognitive and emotional development of children and adolescents; learning and memory; intelligence and creativity; academic motivation; assessment; and classroom management.
The course connects theories to practice by exploring the nature of formal learning environments that best serve the cognitive and emotional growth of students.

EDU-245 Child Development
Examines the biological and socio-emotional contexts within which children and adolescents develop. Special attention is given to environmental factors that affect their physical, cognitive, and social growth. The course emphasizes the implications of research for teachers as well as parents.

EDU-257 Exceptional Learners
Addresses the nature and needs of students with exceptionalities in the regular classroom. Topics include historical and legal foundations of special education;
classroom teacher responsibilities under IDEA and Section 504 of the Vocational Rehabilitation Act; categories of exceptionality; appropriate instructional
accommodations for students with exceptionalities; methods of instruction and assessment of students with special needs. The course addresses the needs of gifted learners as well as learners with disabilities.

EDU-305 Teaching Physical Science Laboratory
Designed to help future teachers develop an integrated set of perspectives, attitudes, and very elementary laboratory skills, enabling them to give positive support to their students’ natural inclination to be curious, manipulate, observe, and interpret. Required for elementary certification; optional for secondary certification. Prerequisite: admission to the Teacher Education Program or consent of Department Chair.

EDU-315 Children’s Literature I
An introduction to forms of literature for young children. Emphasis on child development, the history of children’s books, picture books, alphabet, counting and concept books, Mother Goose and poetry, folk literature, and multicultural and social diversity. Each participant develops a functional bibliography that can be used during student teaching and beyond. (Offered first seven weeks of Fall Term) (0.5 course credit)

EDU-325 Children’s Literature II
A study of genres of literature for children in intermediate grades. Introduction to traditional stories, realistic fiction, biography, mysteries, science fiction, fantasy, historical fiction, picture books, and multicultural issues. Each participant develops a functional bibliography that can be used during student teaching and beyond. (Offered second seven weeks of Fall Term) (0.5 course credit)

EDU-335 Mathematics for the Elementary Teacher
A study of basic concepts related to the system of real numbers and its sub-systems, with emphasis on understandings needed by elementary teachers. Topics include numeration systems, set theory, patterns and functions, probability and statistics, rational and irrational numbers, geometry, and measurement. Effective teaching procedures and recommended materials of instruction are studied. A field experience of 30 contact hours is included. Prerequisite: admission to the Teacher Education Program or consent of Department Chair. (Offered Fall Term)

EDU-345 Teaching Language Arts (K-6)
A study of strategies for teaching the interrelated aspects of reading, writing, listening, speaking, spelling, and creative drama as they apply to the functional language of elementary school children. Assessing student literacy competence and planning for instruction are examined. Prerequisites: Concurrent registration in Teaching Reading (K-6) (EDU-355); admission to the Teacher Education Program or consent of Department Chair. (Offered Spring Term)

EDU-355 Teaching Reading (K-6)
An introduction to the competencies necessary for developmental reading in the elementary schools. Instruction is provided in the strategies for mastering pre-reading, decoding, and comprehension skills. Methods of organizing, maintaining, and evaluating reading programs are addressed. A field experience of 30 contact hours provides an opportunity to apply the substantive content of the course. Prerequisites: Concurrent registration in Teaching Language Arts (K-6) (EDU-345); admission to the Teacher
Education Program or consent of Department Chair. (Offered Spring Term)

EDU-365 Social Studies for the Elementary Teacher
A study of the content and teaching strategies that collectively form the scope and sequence of elementary school social studies. Geography and ecological
anthropology provide a framework for integrating
ocial science disciplines with other subject matter fields, such as literature and science. Social issues are investigated on three levels: in relation to self, one’s immediate environment, and the global ecosystem. This course includes the development of problemsolving strategies and computer-assisted instruction. Prerequisite: admission to the Teacher Education Program or consent of Department Chair. (Offered Spring Term)

EDU-375 Understanding Reading and Writing Processes
Designed to provide students pursuing literacy-related studies with a thorough grounding in the range of theories and research regarding reading and writing processes and instruction. Topics of study include, but are not limited to, socio-cognitive theories of reading and writing, research on literacy instruction, the role of motivation in literacy engagement, and current pedagogies that support learners of varied abilities. Prerequisites: admission to the Teacher Education Program or consent of Department Chair and Teaching Reading K-6 (EDU-355) or consent of instructor.

EDU-387 Human Relations
An interdisciplinary course that examines the lifestyles, history, and contributions of various identifiable subgroups in our pluralistic society. Students
explore and analyze issues related to such topics as: the exceptional child, equity in the schools, multicultural education, sexism, racism, religious pluralism, sexuality, intercultural interaction, and sexual harassment. Students also translate knowledge of human relations into attitudes, skills, techniques, and procedures for establishing constructive interpersonal relationships and favorable learning experiences in the classroom. A 15-hour field experience is required.

EDU-395 Diagnostic Reading and Tutorial
A multidisciplinary approach course on diagnosis and remediation of reading and writing difficulties, with special attention to internal as well as external factors that may impede learning. It includes direct application of diagnostic assessments and instructional strategies with individual children through a supervised 30-hour tutorial. Prerequisites: admission to the Teacher Education Program or consent of the Department Chair and Understanding Reading and Writing Processes (EDU-375) or consent of instructor.

EDU-405 Understanding Early Adolescence
An extension of the study of human development, focusing on the growth and development of the middle school age child. Special attention is given to the emotional, physical, and cognitive characteristics and needs of middle school age children for teachers in grades five through eight.

EDU-415 Middle School Curriculum and Instruction
Introduction to the organization, structure, and sequence of learning experiences for middle grade students. Addresses such issues as curriculum integration, teaching teams, pedagogical practices for middle school, and developmental appropriateness across the range of school subjects. Prerequisite: Practicum in Education (EDU-215).

EDU-420 Middle School Language Arts
Overview of the middle school English/language arts curriculum. A content course with a primary focus on grammar, composition and speech. Prerequisite: Practicum in Education (EDU-215). (0.5 course credit)

EDU-430 Middle School Social Studies
Overview of the middle school social studies curriculum. A content course with a primary focus on geography and its relation to U.S. and world history. Prerequisite: Practicum in Education (EDU-215). (0.5 course credit)

EDU-440 Middle School Mathematics
Overview of the middle school mathematics curriculum. A content course with a primary focus on algebra, problem solving, and number theory. Prerequisite: Practicum in Education (EDU-215). (0.5 course credit)

EDU-445 Methods of Secondary Business Education
A study of the teaching methods used in high school general business courses, including accounting, marketing, and economics, to be taken prior to student teaching. Includes a 30-hour field experience. Prerequisites: Educational Foundations (EDU-205) and Practicum in Education (EDU-215) or consent of Department Chair. (Offered alternate years)

EDU-455 Methods of Secondary Language Arts
A study of the methods in language arts and adolescent literature and film, to be taken prior to student teaching. Includes a 30-hour field experience. Prerequisites: Educational Foundations (EDU-205) and Practicum in Education (EDU-215) or consent of Department Chair. (Offered alternate years)

EDU-465 Methods of Secondary Social Studies
A study of the methods in social studies, to be taken prior to student teaching. Includes a 30-hour field experience. Prerequisites: Educational Foundations (EDU-205) and Practicum (EDU-215) or consent of Department Chair. (Offered Fall Term)

EDU-475 Methods of Secondary Mathematics
A study of methods of mathematics, to be taken prior to student teaching. Includes a 30-hour field experience. Prerequisites: Educational Foundations (EDU-205) and Practicum (EDU-215) or consent of Department Chair. (Offered alternate years)

EDU-485 Methods of Secondary Science
A study of methods in science, to be taken prior to student teaching. Includes a 30-hour field experience. Prerequisites: Educational Foundations (EDU-205) and Practicum (EDU-215), or consent of DepartmentChair. (Offered alternate years)

EDU-495 Methods of Foreign Language
Instruction in Secondary Schools A study of the methods of foreign language instruction, to be taken prior to student teaching. Includes a 30-hour field experience. Prerequisites: Educational Foundations (EDU-205) and Practicum in Education (EDU-215) or consent of Department Chair. (Offered alternate years)

EDU-717 Foundations of Reading—Language, Literacy and Culture
An exploration of some of the ways in which children’s language acquisition reflects and enables cognitive development, by drawing on readings in psychology, anthropology, linguistics, and education. Attention is given to the role socioeconomic status, culture, and linguistic diversity have on children’s ability to use language before they enter school and once they have begun their formal education. Prerequisites: admission to the Teacher Education Program or consent of Department Chair and Teaching Reading (K-6) (EDU-355) or consent of instructor.

EDU-805 Research Participation
An opportunity to assist a faculty member who is engaged in research. Students should consult members of the department to determine projected programs.

EDU-8_5 Independent Study
A study of selected problems in the teaching of elementary and secondary school subjects under the direction of a member of the Teacher Education Department. Prerequisite: consent of Department Chair.

EDU-895 Part-Time Internship
Exploration of a career area related to schools under the supervision of a Department faculty member. A minimum of 140 hours on-site experience is required. A reflective paper analyzing the experience is required. May be completed during any term in which schools are in session. May include teaching, administrative, and/or counseling duties. This course does not satisfy any of the requirements for a major or minor in Teacher Education. Prerequisite: Educational Foundations (EDU-205) or departmental approval.