Teacher Education - Undergraduate

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Darrah, Holub, Jermeland, Keairnes, Lerseth, Ramos, Terlop, Timm, Hunt

Department Mission Statement

The Simpson College Teacher Education Program nurtures empowered educational leaders who think critically, reflectively, and creatively; compassionately practice inclusive, equitable, and transformative education; and are continuously engaged in professional growth in order to build a socially just and enlightened society. 

Simpson College prepares students to serve in public and accredited private schools at all levels and in many endorsement areas.  It offers a bachelor’s degree program, a Master of Arts in Teaching (MAT), and a Transition to Teaching (T to T) program for graduate students seeking initial teaching licensure at the secondary level.  See the graduate catalog for information on these graduate programs.  

Teacher Education Program Standards

All teacher licensure candidates must demonstrate competency on the twelve Teacher Education Program Standards:

Standard #1: Learner Development.  The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. 

Standard #2: Learning Differences.  The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. 

Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. 

Standard #4: Content Knowledge.The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. 

Standard #5: Application of Content.  The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. 

Standard #6: Assessment.  The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. 

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. 

Standard #8: Instructional Strategies.  The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. 

Standard #9: Professional Learning and Ethical Practice.  The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. 

Standard #10: Leadership and Collaboration.  The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. 

Standard #11: Professional Dispositional.  The teacher consistently demonstrates the professional dispositions (i.e. caring, communicative, creative, and critical) that are characteristics of effective educators. 

Standard #12: Personal Vision for Education.  The teacher develops a personal vision for education that is informed by a critical examination of the historical, philosophical, and sociological foundations of education and serves as a guiding force in professional choices and actions. 

All students attend an orientation to the Teacher Education Program.  At that meeting, students are given information about the competency requirements and procedures for meeting the competencies.  Students attend an orientation to the electronic portfolio (e-Portfolio) and are required to create an e-Portfolio.  The e-Portfolio serves as a vehicle for demonstrating competency on the ten standards.  

Accreditation

In addition to the college’s Higher Learning Commission Accreditation, the Teacher Education Program is fully approved by the Iowa Department of Education.  In spring of 2018 a team spent four days on the Simpson campus.  The team conducted extensive interviews with faculty, college administrators, area teachers and principals, advisory council members, students, and graduates.  A review of all files, documents, and support materials was conducted.  Based on the evaluation, the Iowa State Board of Education noted that Simpson met all program approval standards and was granted full program approval.  

Title II Assurance

Simpson College meets all state acreditation standards and is in good standing with the Iowa Department of Education. 

Important Note to Students

In some cases, the Iowa State Department of Education requirements change after a College Catalog has been printed. It is essential that students work with Education Department advisors and follow the guidelines set forth in the Simpson College Education Department’s Website in order to ensure compliance with current state regulations. While the department does everything it can to provide advising guidance, it is ultimately the responsibility of the student to meet all program requirements. It is a state law that candidates must meet all current state requirements at the time they are recommended for a license; the College Catalog at the time of admission is not the basis for current licensure requirements.

Important Note to Students

In some cases, the Iowa State Department of Education requirements change after a College Catalog has been printed.  It is essential that students work with Teacher Education Department advisors and follow the guidelines set forth in the Simpson College Education Department’s Website in order to ensure compliance with current state regulations.  While the department does everything it can to provide advising guidance, it is ultimately the responsibility of the student to meet all program requirements.  It is state law that candidates must meet all current state requirements at the time they are recommended for a license; the College Catalog at the time of a admission is not the basis for current licensure requirements. 

Education Programs-Undergraduate

Simpson College offers undergraduate teacher preparation for early childhood, elementary, and secondary education.

Program Options and Requirements

Candidates may earn a license to teach through one or more of the following programs:

• Elementary Teaching License: Requires a double major in Professional Studies in Elementary Education and Liberal Studies for Elementary Education, completion of an endorsement program, student teaching, the competency portfolio, and other graduation requirements.  
• Secondary Teaching License: Requires a 30 hour major, completion of the Secondary Education Minor, at least one endorsement program, the state mandated liberal arts courses, student teaching, the competency portfolio, and other graduation requirements. 
• Speciality Area (Music, Physical Education, and Health) License: Requires a 30 hour major, the Education Professional Core for Music, Physical Education, and Health students, at least one endorsement program, the state mandated liberal arts courses, student teaching, the competency portfolio, and other graduate requirements. 

Student Teaching Requirements

Student teaching is the capstone experience for teacher licensure candidates and provides an opportunity for students to demonstrate their ability to serve as effective educators.  Therefore, it is important that students plan in advance to focus on their teaching responsibilities.  Students are strongly encouraged to avoid working, taking classes, or participating in extra-curricular activities during the student teaching semester. 

All initial licensure students must complete a minimum of 15 weeks of student teaching and the concurrent student teaching seminar.  Student teaching, as required by state law, is a full-day (regular teacher hours) and full-semester experience.  The student teaching semester may be divided into two or more endorsement placements pending approval of the Education Department. 

Competency Portfolio

All licensure candidates complete an electronic portfolio as a demonstration of their competency on the ten program Standards.  Students are provided with a training orientation and help sessions are available each semester. 

Undergraduate Education

Gateways to Teaching for Undergraduate Candidates

Education students must qualify for, and pass through, a variety of gateways in route to their teaching license.  Candidates are provided with ongoing feedback regarding their progress in the program.  Additional information about the Gateways may be found on the department of education website. 

Gateway 1: Approval to take Additional Education Courses (Immediately following EDUC 114 /EDUC 129T )
Gateway 2: Full Admission to the Teacher Education Program (End of semester following admission to the Gateway 1)
Gateway 3: Post- Advanced Practicum Course Review (Semester immediately following the first advanced practicum)
Gateway 4: Admission to Student Teaching* (One year prior to student teaching)
Gateway 5: Recommendation for Teacher Licensure (Upon graduation and completion of the program)

Candidates must earn a minimum cumulative GPA of 2.500 once they attain junior level standing; this applies to transfer students as well. Students who do not have a 2.500 GPA at the beginning of the junior year will be placed on probation within the Teacher Education Program and must earn the required 2.500 by the end of that semester or they will be dismissed from the Teacher Education Program.

*Candidates must earn a 2.750 in order to apply and be approved for student teaching.

Elementary Education

Elementary Education licensure candidates must complete the Professional Studies Major for Elementary Education , the Liberal Studies Major for Elementary Education , at least one additional endorsement program, meet the Gateways to Teaching, complete the competency portfolio, successfully complete of a full semester of full-time student teaching, and meet all graduation requirements.

Secondary Education Licensure Program

Candidates for licensure must complete a minimum 30 credit major, the Education Studies: Teaching and Learning Concentration, at least one full endorsement program, State mandated liberal arts requirements, and a full semester of student teaching. 

Music, Physical Education, Health, and Coaching

Candidates complete a minimum 30 hour major, a full endorsement program, the Professional Education Core in Education, a full-time and full-semester of student teaching, and state mandated liberal arts requirements. 

Endorsement Programs (Pre-Kindergarten through High School)

Students may earn endorsements in the following areas and at the indicated grade levels. 

X = Endorsement programs offered at the undergraduate level.
*Endorsement programs offered at the undergraduate and graduate levels
NOTE: For candidates who complete an endorsement in psychology and/or sociology, they must complete another endorsement in an area other than sociology or psychology.

Education Studies Major

Education Studies majors may choose one of two concentrations: Teaching and Learning or Culture, Context, and Policy.  Students pursuing the Teaching and Learning Concentration (secondary education licensure) must complete the requirements listed for the major, at least one secondary education endorsement program, a full semester of full-time student teaching, and meet all graduation requirements.  Students seeking the Culture, Context, and Society Concentration must complete 10 courses plus the capstone experience. 

Education Studies majors must choose one of the two following concentrations.  Students pursuing a teaching license must choose the Teaching and Learning Concentration.  Each Concentration totals 42 to 45 credits. 

Students will work with their Teacher Education advisor to choose five elective courses that allow them to focus the Culture, Context, and Policy Concentration on issues of particular interest in them.  Must be from at least 3 different prefixes.  

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