Barbara Bohach (department head)
Teacher Education Programs: K-6 Elementary, 5-12 Secondary, K-12 Art, K-12 Music
All completers of the Luther Teacher Education Program are eligible for a license to teach in Iowa. See the Luther College Education website for information regarding licensure in other states. For complete information regarding the education programs and licensure requirements at Luther, consult the Education Department website. Changes in Iowa state requirements appear periodically, so printed material may be out of date; the Education Department endeavors to keep the departmental website updated. Be sure to consult the Teacher Education Program Handbook. All students pursuing licensure in education must be aware that their course selections will have an impact on the length of their programs and their certification. For this reason, it is important that these students maintain regular contact with their education advisors and with the Education Department staff. It is imperative that secondary and K-12 students with advisors in other departments also seek regular consultation with the Education Department staff and faculty.
Important information for all students interested in the teacher education program:
To be licensed to teach, a student must successfully complete the education program at Luther College. There are three levels of approval within the Teacher Education Program: admission to teacher education, approval for the professional semester, and approval for licensure.
A. Admission to the Teacher Education Program (required before taking any courses at or above the 300-level)
B. Approval for the professional semester (student teaching)
All education majors and minors are required to have a practicum that includes students from diverse backgrounds. All K-12 education minors are required to student teach both at the elementary and secondary grade levels. Elementary majors are required to student teach at the [K-2] and [3-6] grade levels. All secondary minors are required to student teach at the [5-8] and [9-12] levels. Students seeking licensure in more than one endorsement must meet the requirements for each endorsement.
C. Approval for licensure after completion of the teacher education program, professional semester, and graduation from Luther College.
Luther College prepares students to be eligible for licensure in the state of Iowa. Luther students are also eligible to receive a preliminary license in most states. All students must complete the Luther College program and meet the Iowa requirements, regardless of the state in which the student plans to eventually teach, in order to be approved for licensure. Check with the Education Department for your particular program. Each state regulates certification rules for teacher licensing. It is the student's responsibility to monitor the requirements for licensure outside of Iowa and discuss them with his or her advisor as necessary. These rules change often; therefore, for licensure outside Iowa, the best source for information is the state department of education website for your preferred state. See the link on our licensure page. Luther College program completion requirements are:
Required for a major: EDUC 185/EDUC 215 (Clinical Experience I in the Schools), EDUC 220, 221, 222, 223, 224, 226, 321, 322, 325, 326, 328, 329, 376, 486, 490 or 493, PAID 450 (Making Decisions for U.S. Schools); HIST 111 or 112 and HIST 126; MATH 123; two lab science courses (one biological science and one physical science). Writing requirement in the major is completed with EDUC 326. Elementary majors must receive a "C" or better in each required content knowledge course.
The elementary major requires an academic endorsement or a special endorsement. If more than one endorsement is selected, please speak with your advisor regarding the length of student teaching required. A ninth semester and/or an extended student teaching may be necessary for completion of the program.
At least 76 semester hours (19 course equivalents) must be completed outside of the education (EDUC) discipline.
EDUC 325-EDUC 329 should be taken within one year of student teaching.
Requirements for certification in English, mathematics, science, and social sciences: EDUC 185/EDUC 215 (Clinical Experience I in the Schools), EDUC 220, 221, 252, 352 (language majors only), EDUC 366, 367, 377, 486; PAID 450 (Making Decisions for U.S. Schools). Students are strongly encouraged, but not yet required, to take the EDUC 382 practicum while student teaching since a practicum in content area reading is required in several states. Students seeking the "Modern Language" endorsement must achieve "low advanced" in the Oral Proficiency Interview (OPI). Students seeking certification in mathematics must earn a C or better in MATH 220, 240, and 365.
Second Teaching Area: In the state of Iowa, students majoring in one subject may take fewer semester hours in another subject and be granted an endorsement to teach that subject. This is not transferable to other states. It only applies to students wishing to teach in the state of Iowa. Please check the Education Department website for specific requirements for second teaching areas.
Required for licensure (in addition to the major in art): EDUC 185/EDUC 215 (Clinical Experience I in the Schools), EDUC 220, 221, 366, 377, professional semester (EDUC 486); PAID 111; PAID 450 (Making Decisions for U.S. Schools). Students are strongly encouraged, but not required, to take the EDUC 382 practicum while student teaching since a practicum in content area reading is required in several states.
Each major has specific methods requirements: for art: ART 222, EDUC 354 and EDUC 355.
Required coursework: Completion of Luther College general requirements and the music major plus EDUC 185/EDUC 215, EDUC 220, 221, 232, 361, 371, 379, 470; PAID 450 (Making Decisions for U.S. Schools) and MUS 491. Students are strongly encouraged, but not required, to take the EDUC 382 practicum while student teaching since a practicum in content area is required in several states.
Students who wish to pursue vocal music education must additionally complete EDUC 372, 383, 386, and 387; MUS 351, and choose one from the following: EDUC 384, 385, 388, 390, or 391.
Students who wish to pursue instrumental music education with an orchestral focus must additionally complete EDUC 255, 260, 265, 270, 275, 388 and 391; EDUC 383 or 387; MUS 353.
Students who wish to pursue instrumental music education with a band focus must additionally complete EDUC 255, 260, 265, 270, 275, 384, 385, 390; EDUC 383 or 387; MUS 353.
Students who wish to pursue both orchestral and vocal music education must additionally complete EDUC 255, 260, 265, 270, 275, 383, 386, 387, 388, and 391; MUS 351 and 353. Choosing both areas requires student teaching in a 9th semester.
Students who wish to pursue both band and vocal music education must additionally complete EDUC 255, 260, 265, 270, 275, 383, 384, 385, 386, 387, and 390; MUS 351 and 353. Choosing both areas requires student teaching in a 9th semester.
a. Additional criteria for applying for admission to the teacher education program (Education minor: K-12 Music): (Admission to the teacher education program is a prerequisite to enrolling in education courses above 300). See also general requirements for admission to the teacher education program.
b. Criteria for admission to the professional semester (student teaching): See also general requirements for admission to the professional semester.
Seminars for first-year students offered each January term.
The clinical experience requires that students work as active and involved observer-aides under teachers in public/private area schools. Concentrated instruction in preparation for these duties plus seminars accompany the experience. Seminars include the following topics: ethics, professionalism, an introduction to program competencies; and dispositions, including reflective practice. Students taking this course in January must complete application materials in the education department by October 1 to secure a placement for January term. Requires sophomore standing. First-year students are to enroll in EDUC 185 (first-year seminar) offered during January term.
This course is an introduction to the field of education and to educational psychology. One of the central concerns of every society, education involves the study of human growth and development, especially in the context of schooling. Students will encounter research into how humans learn, how learning environments are structured, and how underlying social assumptions intersect with learning theories. The course will explore such topics as socialization, teacher/student interaction, social and cognitive learning theories, testing and assessment, and ethics and the school.
This course introduces students to learner differences as they are related to culture, ethnicity, language, disability, gender, and socioeconomic status. Students will explore how these factors influence individual educational performance, experience and development in the institution of the school. With a major emphasis on human intergroup relations in a pluralistic society, the course will also introduce students to significant legislation, models of service delivery, and instructional modifications.
Planning for effective instruction and classroom environments is the focus of this course. Students learn basics of pedagogy such as writing lesson plans aligned with standards, objectives, and assessments; planning research-based instructional techniques; and integrating electronic media to enhance learning. Application of learning theory and investigation of classroom management are also incorporated. Requires sophomore standing.
The course is a study of both classic and contemporary Children's Literature: genre identification, critical analysis, review, and curriculum integration of books for children and young adults (pre-K-8). This course fulfills the writing course for elementary education majors. Requires sophomore standing.
This course presents methods for integrating music, visual arts, & physical education/wellness across the curriculum in grades K-6. The benefits and challenges of integrating visual, performing arts, movement, and wellness in daily teaching and learning activities in the elementary classroom will be addressed. This may include classroom instruction and field experiences with children.
Based on a synthesis of research identifying characteristics of highly effective literacy teachers, this course focuses on research-based approaches to effective reading/writing instruction: teacher knowledge, classroom assessment, evidence-based teaching practices, response to intervention (RTI), motivation and engagement, technology and new literacies, and family & community connections. The importance of oral language acquisition, phonemic awareness, phonics and word identification, fluency, vocabulary, comprehension, writing and assessment is also addressed. Web-based dyslexia training is required in this course.
Students will learn the origins of music curriculum, and fundamentals of instructional planning. Student will converse with school music educators, and examine their own experiences as music learners to begin framing their teacher identity. Students will begin their teaching portfolio.
This pre-K to 12 course examines the dynamic relationship between families, school, and the community. The course focuses on collaborative team efforts and the importance of family engagement and empowerment to improve student learning and well being. Professional and ethical responsibilities of working with diverse families and communities will be addressed. This course is required for those seeking early childhood, special education, and English as a Second Language (ESL) endorsements.
This K-12 introductory course includes a historical perspective to the field of learning disabilities and behavioral disorders. This course covers characteristics and etiology, definitions and identification procedures, treatment and intervention, instructional and behavioral methodologies, impact of the disability throughout the lifespan, and current issues in the field.
This K-12 course covers the assessment of career/vocational skills and interests, aspects of the Individuals with Disabilities Education Improvement Act (IDEIA) which specifically address transition, transition meetings, Individualized Education Programs (IEP), community-based instruction, and the school/community services and service providers who would be involved in student transition. This course is required for those seeking the special education endorsement.
This K-12 course is designed to help both general education and special education pre-service teachers create supportive and culturally responsive classrooms. Topics covered include mindfulness, social-emotional learning, restorative justice, trauma-informed care, positive behavioral interventions and supports, applied behavior strategies, and individual behavior plans. A variety of classroom management models will be explored. This course is required for those seeking the special education endorsement and recommended for others seeking education licensure.
An introduction to the general methods of secondary teaching. Such topics as objectives, planning, testing, evaluation, classroom management, instructional techniques, educational technology, media, and the inclusion of special education students in the regular classroom will be considered. Should be taken as close to EDUC 352 as possible. Required for certification in K-12 health and 5-12 secondary education areas. Not required of K-12 art, K-12 physical education, and K-12 music majors.
Methods and materials of teaching percussion instruments to elementary and secondary students. Includes knowledge of and proficiency with percussion instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.
Methods and materials of teaching brass instruments to elementary and secondary students. Includes knowledge of and proficiency on brass instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.
Methods and materials of teaching double reed instruments to elementary and secondary students. Includes knowledge of and proficiency on double reed instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.
Methods and materials of teaching bowed string instruments (violin, viola, cello and double bass) to elementary and secondary students. Includes knowledge of and proficiency on string instruments, pedagogy, materials, assessment and grading for individual and small-group studio lessons. Required for instrumental music licensure.
Methods and materials of teaching these instruments to elementary and secondary students. Includes knowledge of and proficiency on these instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.
As a part of the elementary/middle school education sequence the student observes and teaches small and large groups of students in a classroom in the area of literacy. During the clinical experience the student develops and teaches a unit that documents the planning, teaching, assessment and reflection of literacy protocols. This course is co-requisite with EDUC 322 and is based in a public or private school for three weeks.
As a part of the elementary education methods sequence the student observes and teaches small and large groups of students in an elementary/middle school classroom. During the clinical experience, the student develops and teaches a unit that documents planning, teaching, assessment and reflection protocols in the area of mathematics. This course is co-requisite with EDUC 321 and is based in a public or private for three weeks.
Basic introduction to historical and contemporary theories and methods of English as a second language instruction with an emphasis on methodologies for teaching reading, writing, listening and pronunciation skills within the context of content areas grounded in academic and social/cultural language goals. This course is offered in fall of even-numbered years. Please speak to someone in the Education Department to determine when this course should be taken.
This K-12 course is an introduction to assessment for English language learners including formal and informal tools, interpretation of assessment data, use of data to inform instruction, and the fundamental technical aspects of assessment. This course is offered in the spring of odd numbered years. Please speak to someone in the Education Department to determine when this course should be taken.
This course is an introduction to the pedagogy of a NCTM standards-based mathematics program in the elementary/middle school and the content described by the Common Core State Standards for Mathematics. The course focuses on the content strands of statistics/probability, data analysis, and number operations and includes planning, teaching, assessment, diagnosis and evaluation of student learning in mathematics. This course presents current best-practice, research-based instructional methods in mathematical processes, the use of technology in teaching/student learning, and classroom management as it applies to mathematics.
This course is an introduction to oral and written communication for the twenty-first century, including the Common Core State Standards for English Language Arts, the curriculum and pedagogy of a language arts program based on standards established by the International Literacy Association and the National Council of Teachers of English, and the eight components of the language arts in the elementary classroom. It will include integration of the language arts (to include reading/literature, writing/grammar, speaking, viewing, listening and spelling), the use of technology in teaching language arts, and classroom management as it applies to language arts instruction. The course utilizes a comprehensive approach that examines language acquisition and development.
This course is an introduction to the curriculum and pedagogy for social studies instruction based on the National Council of Social Studies Standards. Ten thematic strands frame the instructional planning for elementary and middle level curriculum. Students will develop competencies in specific social studies related skills and become acquainted with current directions and research in elementary social studies including instructional technology. This course is designed to assist pre-service teachers in developing appropriate tools for teaching social studies using an interdisciplinary approach.
This course is an introduction to the curriculum and pedagogy of a standards-based science program in the elementary school, including the Next Generation Science Standards. This course includes hands-on opportunities with the activities that support the inquiry of science as practiced in the elementary school classroom.
This course is an introduction to early childhood education: the history of the field, educational philosophies for the pre-kindergarten learner, and developmentally appropriate curriculum in language arts, sciences, social sciences, and mathemathics. Also included are assessment, and parent involvement programs. Recommended for all elementary education majors and required for all those desiring certification to teach children birth through preschool. Forty hours of participation in early childhood settings is required as part of this course. The course is offered in fall of odd-numbered years. Please speak to someone in the Education Department to determine when this course should be taken.
A review of the current research on curricular models, materials, and methodology in early childhood education. Particular attention given to research translation and implementation for working with infants and toddlers. This course is offered in spring of even-numbered years. Please speak to someone in the Education Department to determine when this course should be taken.
Focuses on the growth and development of the middle school aged student, specifically addressing emotional, physical, social, and cognitive developmental characteristics. A particular emphasis placed on how these factors relate to success in the school setting and how teachers accommodate the learning characteristics of the middle school student. Includes a required practicum in the schools.
This course explores the cognitive and social development of early adolescents and how those lead to unique organizational structures in the middle grades. Methods of teaching designed to meet the diverse needs of middle school students are emphasized. Includes a required practicum in the schools.
This course provides an exploration of various methods, techniques, and materials that are used in the education of students who have learning disabilities and behavioral issues in a variety of different settings including the general education classroom. Methods and materials for instruction in mathematics, reading, written language, spoken language, social skills, listening skills, organizational skills, and skills to enhance life/career choices will be addressed. Must be taken during the junior-level methods course sequence.
This K-12 course is an introduction to the assessment process using specific protocols for formal assessment and instructional planning with a significant emphasis on literacy skill evaluation. The course covers basic technical aspects of assessment, special education legal guidelines, tiered interventions, ethics in assessment, and the interpretation of assessment data.
Advanced study of secondary teaching methods for students seeking licensure in English, mathematics, science and social science. Study of special methods used to teach the individual's major subject area. Teaching methods and professional participation in one's academic discipline will be covered, as well as inclusion of special education students in a regular classroom and applications of technology. Must be taken prior to professional semester. Required for certification in English, mathematics, science, and social sciences. Not required of art, health, physical education and music majors.
Required for students pursuing K-12 Art Education certification or K-8 Art Endorsement, this course builds on theories introduced in Art 222. Topics covered will include the teaching techniques, assessment strategies, and the development of curriculum as modeled by master elementary art teachers according to NAEA standards. Emphasis will be placed on the exploration of age-appropriate materials and on differentiation strategies to meet the needs of diverse learners in the classroom. The included practicum lab experience allows students to apply the theories and strategies being explored with elementary-aged students.
Teaching methods and professional participation in the secondary art classroom, museums, and community-based arts organizations will be covered in this course, targeting the advanced study of secondary teaching methods for students seeking licensure in art education. This course serves as an extension of the investigations begun in Educ 354 and Educ 366. Examining current art education theory and pedagogy, topics will include: planning meaningful and sequential lessons and units; deepened understanding of assessment strategies for students at various stages of artistic development; the inclusion of special education students in the general classroom; engaging diverse populations in the artistic process; and applying technology in the creation, examination, and pedagogy of art. Emphasis is placed on creating developmentally appropriate art education curriculum in alignment with NAEA standards. Must be taken prior to professional semester if seeking licensure, and includes practicum hours for students seeking K-12 art licensure or 5-12 Art Endorsement.
This practicum is taken as part of the methods practicum sequence. Students work under the direction of a cooperating teacher and plan, teach, rehearse, and reflect on the teaching of music in a vocal/orchestra/band program at the elementary, middle/high school level. Course objectives are formulated from the core competencies of the teacher education program at Luther College.
As a part of the secondary education methods course sequence, the student observes and teaches small and large groups of students in a public/private school classroom in the discipline. During the three-week practicum, the student develops and teaches a unit to document planning, teaching, assessment and reflection protocols. Note: taken during the January Term, this course would meet the January II general graduation requirement, and if placed in a middle school classroom would meet the clinical requirement for the middle school endorsement.
Continued study of advanced teaching methods for students seeking licensure in English, K-12 world languages, mathematics, science, social science, and health/physical education with special emphasis on analysis of best practice, methodological research and curriculum design within the respective content area. This course builds on the content of EDUC 352 and the clinical appointment in EDUC 366 and must be taken prior to EDUC 486.
Survey of the K-5 general music program. Study of the music student, content, materials, and methods of instruction. Includes Orff and Kodaly approaches, technology, and classroom management. This course provides practical experience in elementary general music methods through a teaching partnership with area schools. Required of all music education minors.
Study of the middle school learner and the content, materials, and methods of instruction in the middle school general music classroom. Includes technology and alternative ensembles as well as classroom management. Required of vocal music education minors only.
This course will present constructs and protocols for the assessment, diagnosis and evaluation of student learning and literacy skills in the elementary/middle school classroom. The course explores the developmental nature of the exceptional reader, including those identified with learning differences, including learning disabilities, dyslexia, and giftedness. It also examines: current research on learner characteristics, instructional approaches and best-practices in classroom assessment of reading skills, both formal and informal.
Introduction to the teaching of literacy in content areas for secondary and K-12 HPE and Art teachers; procedures used in recognizing content area reading problems, improving reading by developing literacy strategies in reading, writing, speaking, and listening. Required for all students seeking secondary school licensure and students seeking health certification. Students are strongly encouraged, but not yet required, to take a reading practicum while student teaching; a practicum in content area is required in several states.
Introduction to the teaching of literacy in content areas for elementary and middle school; assessment in content area reading; improving content area literacy by developing strategies in reading, writing, speaking, and listening. Required for elementary reading endorsement, middle school specialist, and ESL endorsement. Requires acceptance into the Teacher Education Program.
Introduction to the teaching of literacy in content areas for K-12 teachers in music: assessment in content area reading; improving content area literacy by developing strategies in reading, writing, speaking, and listening. Required for all Education K-12 Music Education minors. Requires acceptance into the Teacher Education Program. Students are strongly encouraged, but not yet required, to take the reading practicum while student teaching; a practicum in content area reading is required in several states.
This course is 1-semester hour practicum component that is mandatory for all elementary education majors and available for secondary and K-12 minors. This is a requirement in some other states for all teachers. Check the state's licensure website. NOTE: If you are an elementary education major pursuing a reading endorsement, you will student teach in a reading classroom and will not take the practicum component. Students are strongly encouraged, but not yet required, to take the practicum while student teaching; a practicum in content area is required in several states.
Study of the middle school learner in the choral classroom. Students learn choral literature, pedagogy with special emphasis on the changing voice, rehearsal planning, music literacy strategies, assessment, and rehearsal management techniques.
This course examines the high school and middle school marching band program. Included are studies in marching philosophies, program organization, administration and student recruitment and retention. Students experience marching band instrumentation, unique marching equipment, field topography, terminology, marching drill charting tools and basic drill drawing. This class included a practicum with a local high school marching band.
This course explores the purposes of jazz education, a history of jazz and jazz education, types of jazz ensembles, instrumentations, recruitment and audition methods for the jazz program. Students will lean fundamentals of improvisation and to play the instruments of the rhythm section.
Students learn physiology and pedagogy of the developing voice. Included in the curricula are planning, assessment, literature, music literacy, and grading. Students teach private and in-class voice lessons to secondary students.
Students learn choral literature, pedagogy, rehearsal techniques, rehearsal planning, music literacy strategies, assessment and grading, rehearsal management, and administration of a high school choral program.
A study of the organization, direction, and management of the beginning and middle school orchestra program. The course includes the curricula, pedagogy and assessment of the beginning and middle level school string program, instrument repair/maintenance, arranging for school orchestra, teaching string instruments, program organization, direction, and business management of the orchestra program. Laboratory hours include participation with area school orchestras.
This course explores formal wind ensembles including types, styles and instrumentation. Instrument transposition, maintenance and repair are studied as well as traditional set up, seating arrangements and ensemble voicings. Middle and high school band literature are studied, rehearsed and conducted with Luther ensembles.
A study of the organization, direction, and management of the orchestra program in public schools. The course includes the curricula, pedagogy and assessment of the high school string program, instrument repair/maintenance, arranging for school orchestra, teaching string instruments, program organization, direction, and business management of the orchestra program. Laboratory hours include participation with area school orchestras.
A study of the organization, direction and management of the school music program. This course includes business management aspects of a school music job from budgeting to creating handbooks, recruiting, publicity, and competitions to communicating with parents, colleagues and principals.
Practicum experiences are offered in the reading endorsement for elementary education. Options may include local, regional, and out-of-state placements in literacy intervention programs or summer programs with an emphasis on reading.
Observation and teaching in an area schools. Student teaching experiences are offered in each of the following areas: elementary education, secondary education, and K-12 student teaching in art, music, and physical education. Those who do 18 weeks of EDUC 486 to meet the Wisconsin certification and additional licensure endorsements will register for 2 additional credits during January term.