Orientation to the Teacher Intern Program and graduate-level work. Readiness for online learning and expectations related to scholarly writing skills are introduced.

An overview of educational characteristics and their application in today’s classrooms, including sociological, historical, legal, and philosophical foundations of education, important theoretical developments related to teaching and learning, child and adolescent development, cognition, and educational research.

Survey of principles of inclusive environments, including application of strategies for effective instruction related to students from diverse ethnic, racial, and socioeconomic backgrounds, students with disabilities, students who are gifted and talented, English language learners, and students at risk.

Develops pedagogical foundational skills for clinical practice such as instructional context, lesson planning, interactive instructional strategies, differentiation, assessment, integrating technology, and reflective practice. Students will also complete twenty hours of field experience.

Examination of the Iowa Core Standards for Literature and Informational Texts and a variety of narrative and expository texts for developing elementary readers’ skills and motivation. Develop awareness and understanding of elements of texts and the use of authentic texts, especially focused on the teaching of reading and use of literature across the curriculum in elementary classrooms.

Introduces elementary education candidates to the knowledge and skills needed to integrate visual arts, drama, music, physical activity, and health and wellness in the elementary curricula to enhance student learning.

Develops strong knowledge of the foundational stages of the reading process, including introduction of interactive instructional strategies for teaching vocabulary, word identification, phonics, fluency and comprehension.

Provides students with knowledge of methodologies and literacy strategies recommended for the effective teaching of language arts curriculum. Students review theory and content necessary for teaching elementary school levels; and evaluate supplementary teaching resources.

Provides students with knowledge of methodologies and literacy strategies recommended for the effective teaching of social studies and science curricula. Students review theory and content necessary for teaching, elementary school levels; and evaluate supplementary teaching resources.

Provides students with knowledge of methodologies recommended for the effective teaching of mathematics curriculum. Students review theory and content necessary for teaching, elementary school levels; and evaluate supplementary teaching resources.

Practical supervised learning experience with students in primary level classroom environments. Includes observation, lesson planning, classroom management, and reflection. Minimum 30 contact hours.

Practical supervised learning experience with students in intermediate elementary level classroom environments. Includes observation, lesson planning, classroom management, and reflection. Minimum 30 contact hours.

Supervised full-day capstone teaching experience in an elementary classroom that includes lesson planning, delivery, and assessment of student learning in all curricular areas.

Student teachers participate in a learning community to support teaching practice, share challenges, and explore solutions. Advanced topics also included are: roles and expectations of professional educators, Iowa Teaching Standards, current issues, model code of ethics; taken concurrently with EDTE 580.

Study and application of the theory and practices for designing, delivering, and assessing reading instruction and interventions for all students, including students with dyslexia and other reading and writing difficulties. Includes identifying, administering, and analyzing data to monitor learning and to diagnose needs and selecting, planning, and implementing research-based instruction.

Introduction to educational research and its value for classroom teachers as both users of traditional research and practitioners of action research.

Examination of the plan, teach, assess, reflect teaching cycle with a focus on the development, implementation, and analysis of classroom assessment practice, as it relates to action research.

Using foundational learning about the plan, teach, assess, reflect teaching cycle, students design, implement, and analyze an action research project in a K-12 setting.