Jennifer Diers (chair), Amanda Clark, Alan Hastings, Melissa McAninch, Tamala Strawser, Julianne Taylor
The philosophical foundation of teacher education at Central College is the liberal arts tradition. Central College Teacher Preparation Candidates exhibit knowledge, skills, and dispositions that are aligned with national and state teaching standards and are grounded in our program’s focus on developmental, authentic learning experiences. Through the completion of coursework and embedded field/clinical experiences, our graduates are prepared to exhibit the following skills and dispositions of effective teachers:
The achievement of these program standards is based on a commitment to the personal and professional fulfillment of each student. Students receive individualized attention through advising, instruction and supervision of clinical/field experiences. Field experiences are extensive and developmentally appropriate. Continuous contact with teachers and students in clinical settings enables prospective teachers to successfully transfer educational theory into effective practice. Programs at Central College combine the best of traditional educational practice with the latest in innovative contemporary theory.
Education students may be eligible to enroll in the Central Teacher Academy (CTA), which is a three-year program that pairs a teacher education candidate with a K-12 mentor teacher. Students in CTA complete additional clinical/field experiences and professional development sessions. All education students are encouraged to consider the numerous off-campus internship opportunities available at urban and overseas sites.
The Central College teacher education program is approved by the Iowa Department of Education and the North Central Association of Colleges and Secondary Schools. Students successfully completing one of the prescribed programs may be considered candidates for an Iowa Teaching License that is endorsed according to the type of program completed.
The credentials of Central College are respected outside Iowa, but students desiring to teach in any other state should be acquainted with the professional requirements of the state in question as early as possible in their college career. Any student who is seeking Iowa licensure with the intent of also meeting the licensure requirements of another state should consult with the Department of Education in that state.
Application for the teacher education program is expected after completing EDUC 110, 135, and 181. Candidates are continually evaluated throughout the program to ensure appropriate progression on departmental standards and are formally reviewed by the full department at the point of admission to the teacher education program, at individual conferences at the end of each block, prior to student teaching, and before application for licensure.
Admission and retention in the teacher education program includes the following criteria:
The education department encourages students to consider the advantages of study abroad. Specific internships and programs of study in teacher education are available at most overseas sites.
The communication skills expectations addressing reading, writing and speaking for Central College are found in the Student Learning Outcomes for the education department. These communication goals are accompanied by measurable competencies that more clearly delineate specific expectations.
The initial evaluation of communication skills takes place in EDUC 110 during a student’s first or second year. Writing skills are evaluated through writing assignments that are assessed for content, style and mechanics. Writing assignments include term papers, journals, position papers, and research papers. Reading skills are assessed for literal, inferential and evaluative comprehension of a variety of education materials. Speaking and listening skills are evaluated in assignments that involve small group discussion, leading large groups, teaching classes, oral presentations and debates.
Communication skills assessment is a continuous process throughout a student’s career. All departmental courses required of elementary education majors involve evaluation of class assignments in each skill area, often addressing one or more of the department’s competencies.
Final assessment of communication competency is normally made during the student teaching semester when students have established that they are able to communicate effectively in the elementary school classroom and complete written and oral projects for the Senior Seminar (EDUC 485). As a culminating experience, students must present their program portfolio to faculty members and peers.
Students who are deficient in any of the skills areas are required to remediate the deficiencies through the Tutoring & Writing Center or in consultation with a member of the department faculty.
The endorsement for teaching kindergarten through grade six may be granted to those who have:
Note: Students seeking teacher licensure must, in addition to these major requirements, complete all Teacher Licensure Requirements, listed following these major requirements.
(in addition to 48 credits education major requirements)
|English/language arts||Science- Basic|
|Instructional Strategist I- Mild & Moderate||Speech communication/ theatre|
|K-12 Physical education/health|