Preparing competent, compassionate, and inquisitive teachers for global responsibility.

National accreditation of the Luther College Education Department assures students who complete Luther College's Teacher Education Program and their prospective employers in states outside Iowa that they are prepared by the highest standards our country has established for the preparation of P-12 teachers. Completers from a CAEP accredited institution readily qualify for a license in states outside Iowa.

Call for 3rd Party Comment—Luther College Education Department

The Luther College Education Department at Luther College is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) on November 10, 2019. Interested parties are invited to submit third-party comments to the site team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).
We invite you to submit written testimony to:
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: [email protected]
Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:

  • In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs (Educator Preparation Providers) must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
  • A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
  • Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to Luther College for comment prior to the review. No anonymous testimony will be considered.

Why Study Education at Luther?

Full-Time Clinical Experiences in a Variety of School Communities

Luther’s January-term allows Luther Education students to have at least two full-time three-week practicums before student teaching. Luther’s Education students are required to have practicum placements in a variety of school communities. 

  • The first practicum, usually January-term of a student’s first year, is full-time and in a K-12 school nearby Luther, mostly small town, rural.
  • The second major practicum is another three full-time weeks.  It is in a school, most likely, away from Luther. Education students in this practicum will have had a semester of pedagogy (methods) coursework.  During this practicum, these methods students plan, teach, and assess a mini-unit, as well as assist their cooperating teacher in a variety of ways and participate in teacher meetings and professional development workshops.

Luther Education students are encouraged to have at least one practicum experience in a location with demographics different from their first placement and different from their hometown area.  Student teachers have opportunity for an international placement and/or for specific programs in Chicago and in Alaska. Education students account for the diversity of their placements (size; SES; location; racial/ethnicity) by logging each placement in their portfolio.  This information is evidence of their firsthand knowledge of the different types of challenges presented in different school communities. 

  • In their Advanced Portfolio, student teachers identify the demographics of their various placements.
  • They reflect on what they have learned from being in a variety of school communities. They respond to the question “How have these opportunities developed your flexibility as a teacher?”

We believe the opportunity and expectation for diverse practicum placements makes our program stronger and more flexible at the start of their career as a teacher.

We'd love to meet you in person.

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A Luther student works with an elementary school student in an art education classroom.
Luther education students at student teacher retreat.
Alanna Spencer student teaching in elementary grade level at village school of Tuntuliak, AK (LKSD).
Music education student works with students in area school.
Teaching outdoor education lessons for a methods class.

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