Buena Vista University

Education

Think of the best teachers you’ve known. What was it about the way they taught that inspired you? Was it how well they knew their subjects? Their passion for education? How they reached out to their students? You could be just as inspiring in classrooms of your own.

BVU offers separate major tracks in elementary, secondary, and special.

Areas of Concentration

Endorsements

Courses of study

The Teacher Education Program:

The four checkpoints below outline progressively the requirements of the Teacher Education Program and serve as a guideline for students as they move toward licensure.

Checkpoint I: Admission to the teacher education program

The candidate will submit the Teacher Education Program (TEP) application and the teacher education subcommittee will review the candidate’s file to ensure that the following requirements have been met:
• EDCO 240: Development of the School-Age Child completed with a minimum grade of “C-”
• EDCO 245: Learning and Motivation must be completed with a minimum grade of “C-”
• EDCO 255/256: Prof Seminar I & Field Experience: Learning and Motivation completed with passing grade and positive recommendation from cooperating teacher
• All key assignments required in EDCO 240, EDCO 245, and EDCO 255/256 successfully completed and uploaded to LiveText. Students who transfer coursework for EDCO 240, EDCO 245, and/or EDCO 255 are not required to submit key assignments in addition to the accepted course work.
• Successful completion of Praxis I Exam - meeting or exceeding the cut scores of Reading = 173, Writing = 172, and Math = 171
• Minimum cumulative grade point average of 2.5
• Two professional progress reports recommending the candidate for admission
• Good conduct policy statement signed
• Confidentiality statement signed

Elementary majors may take no more than two methods courses, none with field experience attached, prior to formal admission to the program. No methods courses may be taken by other education students until they are formally admitted to the program. Based on submitted information, the teacher education subcommittee will:
• Fully approve the candidate for the teacher education program
• Deny the candidate. Reasons/rationale for denial will be shared in writing with the candidate. Each candidate will have an opportunity to address deficiencies in a timely manner. Candidates will be informed of their right to appeal the decision.

Checkpoint II: Teacher education program progress

In order to advance to EDCO 290 Professional Seminar II & Field Experience: Human Relations, the teacher education student must successfully satisfy the following:
• EDCO 280: History of American Education completed with a minimum grade of “C-”. In addition the Key Assignment must be successfully completed and uploaded to LiveText.
• Review of mandatory reporters protocol
• Universal precautions workshop
• Minimum cumulative grade point average of 2.5
• Improvement in areas of concern noted in Checkpoint I, professional progress reports, or other areas noted since those reports. Particular attention will be given to dispositions
• The Key Assignment(s) from all EDUC and EDCO courses taken since acceptance to the Teacher Education Program must be successfully completed and uploaded to LiveText.
• Teacher education subcommittee endorsement

Checkpoint III: Admission to student teaching

Student teaching is the culminating experience in the teacher education program. It is designed as an opportunity to apply skills, theory, and knowledge gained during the teacher preparation program to a real-life educational setting.
The student teacher candidate will submit an application for student teaching after having
completed the following:
• All EDCO and methods course requirements with a minimum grade of a “C-”
• Minimum cumulative grade point average of 2.5
• Minimum grade point average of 2.5 in the major/minor/concentration, and will have completed all major/minor/concentration requirements.
• Successfully complete and upload to LiveText the remaining non-student teaching key assignments that they have taken since checkpoint II
• Resume, References, and Letter of Introduction for the cooperating school
• Purchase and registration of LiveText field experience module
In addition, the applicant will have senior standing and will be in residence (as defined by the university catalog) the semester/term immediately preceding student teaching.
The teacher education subcommittee will review the candidate’s file. After review, the
Subcommittee will vote to accept or deny the student’s admittance to the student teaching semester.
Students denied admittance to the professional semester have the right to an appeal.

Checkpoint IV: Licensure requirements

Each semester/term the licensure officer or designated official meets with student teachers to discuss the licensure procedure. The state sets fees related to licensure. The student is responsible for payment of these fees. Students are provided information and appropriate forms to apply for licensure. The basic requirements that must be met in order to be recommended for licensure are as follows:
• Successful completion of Buena Vista University requirements
• Successful completion of the teacher education program that Buena Vista University has on file with the Iowa Department of Education
• Minimum grade point average of 2.5 for the total program, the major, the minor, the second major or area of concentration
• Minimum grade of a “C-” in each of the student teaching placements
• Successful completion of all key assignments uploaded to LiveText and portfolio reflection
• Fingerprinting/background check 10-12 weeks prior to completion of student teaching
• Teacher education subcommittee recommendation
• Successful completion of the Praxis II exam per state requirements (elementary majors only)
• Graduates are required to meet Buena Vista University’s major requirements for their first endorsement area (reading endorsement for elementary majors). Additional endorsement areas may be obtained by completing the Buena Vista University requirements or the Iowa minimum requirements for licensure. Individuals should consult with their advisor about these options.

Teaching Licensure Requirements For Other States:

The teacher education program at Buena Vista University provides coursework which meets the criteria approved for Iowa certification by the Iowa State Department of Education. An individual desiring licensure in a state other than Iowa should contact the Department of Education in that state as soon as possible and request certification requirements. By learning early what courses are needed for other states’ certification, individuals can plan to meet those requirements by taking appropriate courses at Buena Vista University.

The Education Core: 18-21 credit hours

The education core, which is required of all students seeking a teaching license, is the nucleus of the teacher education program and includes basic courses in education and psychology. Education majors are required to take all EDCO courses for a letter grade and to earn a minimum grade of “C-”.
EDCO 240 Development of the School-Age Child
EDCO 245 Learning and Motivation
EDCO 255/256 Professional Seminar I & Field Experience: Learning and Motivation
EDCO 280 History of American Education
EDCO 290 Professional Seminar II & Field Experience: Human Relations
EDCO 300 Differentiated Instruction for Exceptional Learners
EDCO 390 Instructional Technology
EDCO 401 Classroom Management and Evaluation Techniques (Secondary Education only)

Major in Elementary Education: 66 credit hours

The elementary education major requires completion of four components:
• The education core (above)
• The elementary education courses including coursework for a K-8 Reading Endorsement
• Required support coursework
• An area of concentration outside the School of Education
Elementary education courses including student teaching (48 credits):
Elementary education majors are required to take all EDUC courses for a letter grade and to earn a minimum grade of “C-”.

Elementary education courses including student teaching:

EDUC 317 Foundations of Literacy
EDUC 335 Development of Oral Communications
EDUC 342 Methods of Written Communications
EDUC 362 Methods of Physical Education and Health for Elementary Teachers
EDUC 363 Elementary Visual Arts
EDUC 371 Data-Driven Literacy Instruction
EDUC 380 Language Development
EDUC 393 Elementary Math and Field Experience
EDUC 394 Elementary Science Methods
EDUC 410 Elementary Curriculum/Social Studies Methods
EDUC 415 Instructional Strategies: Fiction
EDUC 420 Instructional Strategies: Informational Text
EDUC 443 Literacy Field Experience
EDUC 429 Professional Seminar III: K Student Teaching or EDUC 430 Professional
Seminar III: 1st-3rd Student Teaching
EDUC 440 Professional Seminar III: 4th-6th Student Teaching

Support work: (33 credits minimum):

9 credit hours of science including physical science, earth/space science, and life science COMM 100 Fundamentals of Communication
3 credit hours of literature
MATH 123 Mathematics for Elementary Education I
MATH 124 Mathematics for Elementary Education II
Additional Math course not including MATH 050 or MATH 100; MATH 140 Elementary Applied Statistics is recommended, though not required.
9 credit hours in social sciences/humanities to include history, geography, political science/civic literacy, economics, and behavioral science
Many of these courses will be completed through the general education program.

Areas of Concentration: (12 credits - 9 Unduplicated credits):

The area of concentration must be 12 credit hours from: English/Language Arts, Math, Social Studies, Science, or Psychology. Only 3 of the 12 credit hours in the area of concentration may be counted as part of the required support coursework or as part of the general education requirements. With the exception of mathematics, an area of concentration must include at least one three-credit hour course at the 300 or 400 level. Students completing a minor or a major in one of the areas identified below are not required to complete an area of concentration. A student must earn a GPA of 2.5 in the area of concentration, minor, or major.

Broad-based concentrations will follow the guidelines below:

Social studies: 3 credits must be at the 300 or 400 level

6 to 9 credit hours in history (minimum of three credit hours in U.S. history and 3 credit hours in non-U.S. history)
3 to 6 credit hours in American government, economics, geography, sociology, and/or psychology)

English/Language Arts: 3 credits must be at the 300 or 400 level

3-6 credit hours in English literature
3-9 credit hours including writing and speaking such as, but not limited to, the recommended courses below. ENGL 100, ENGL 200, and COMM 100 may not be used towards this concentration.
ENGL 300 Advanced Composition
ENGL 320 Creative Writing
ENGL 331* Introduction to Linguistics
ENGL 332* Modern English Grammar
COMM 225 Advanced Interpersonal Communication
COMM 227 Advanced Public Speaking
COMM 230 Business and Professional Communication
COMM 280 Group and Team Communication
COMM 302* Intercultural Communication
COMM 340 Civic Communication
COMM 355 Conflict Management
COMM 370 Leadership Communication
*Courses required for the TESL endorsement

Science (Basic): 3 credits must be at the 300 or 400 level

6 credit hours biological science
6 credit hours physical science/environmental science

Math: 12 credit hours

MATH 140 Elementary Applied Statistics, and the additional credit hours from among, but
not limited to, any of the following recommended courses. MATH 050, MATH 100, MATH
123, and MATH 124 may not be used towards this concentration.
MATH 130 Mathematical Ideas for the Liberal Arts
MATH 143 Discrete Mathematics
MATH 145 Elementary Functions
MATH 160 Calculus I: Differential Calculus
MATH 161 Calculus II: Integral Calculus
MATH 240 Foundations of Advanced Mathematics


Psychology: 12 credit hours, 3 of which must be at the 300 or 400 level.

This concentration is recommended for students having particular interest in special education.
PSYC 201* Child Development
PSYC 203 Social Psychology
PSYC 220 Behavior Modification
PSYC 239 Abnormal Psychology
PSYC 281 Introduction to Biological Psychology
PSYC 291 Learning and Memory
PSYC 329 Psychology of Gender
PSYC 333 Adolescent Psychology
PSYC 369 Psychology of Personality
PSYC 389 Introduction to Counseling
PSYC 429 Stereotypes and Prejudice
PSYC 440 Cognition
SCWK 235 Psycho-Social Dimensions of the Human Life Cycle
SCWK 352 Child and Family Welfare
*Course required for the Early Childhood Endorsement

Major in Secondary Education:

The secondary education major requires a content major in a certifiable teaching area and completion of the following six components:
• Distribution, core, and university graduation requirements
• The education core (see above)
• Specific certification, distribution, and core requirements
• SEDU 365 Reading in the Content Areas
• The secondary methods course(s) in your chosen discipline including the field experience
• Student teaching in your chosen discipline

Specific certification, distribution, and core requirements:

As the distribution and core requirements of the university are met, the following must be selected:
3 credit hours of biological science
COMM 100 Fundamentals of Communication
3 credit hours of physical science
PSCN 110 Introduction to American Government or PSPA 320 State and Local Politics or
U.S. History Course

Secondary Methods

Students must take the methods course related to their major. In addition, if one desires to add another secondary teaching endorsement, the methods course for that endorsement must be taken. Secondary methods courses are offered every other year.
SEDU 401 Methods of Teaching Secondary Art and Field Experience
SEDU 402 Methods of Teaching Secondary Business and Field Experience
SEDU 411 Methods of Teaching Secondary English/Language Arts and Field Experience
SEDU 412 Methods of Teaching Secondary Foreign Language and Field Experience
SEDU 421 Methods of Teaching Secondary Mathematics and Field Experience
SEDU 431 Methods of Teaching Secondary Health/Physical Ed and Field Experience
SEDU 432 Methods of Teaching Secondary Science and Field Experience
SEDU 441 Methods of Teaching Secondary Social Science and Field Experience
SEDU 442 Methods of Teaching Secondary Music – Vocal and Field Experience
SEDU 443 Methods of Teaching Secondary Music – Instrumental and Field Experience

Reading strategies:

SEDU 365 Reading in the Content Areas

Student teaching:

SEDU 490 Professional Seminar III: Secondary Student Teaching

Special Education Endorsement:

Buena Vista University offers coursework in special education leading to an educational endorsement as an Instructional Strategist I: Mild/Moderate. This endorsement is designed to accompany coursework for a major in elementary or secondary education. Completion of this endorsement allows one to teach in resource, integrated, and contained settings with students having exceptionalities in the area of mental handicaps, learning disabilities, or behavioral disorders.

Instructional Strategist I, with teaching licensure (K-8): 32 credit hours

EDCO 300 Differentiated Instruction for Exceptional Learners
EDUC 317 Foundations of Literacy
EDUC 371 Data-Driven Literacy Instruction
EDCO 401 Classroom Management and Evaluation Techniques
SPED 205 Characteristics of Students with Mild/Moderate Disabilities
SPED 321 Diagnosis and Assessment
SPED 352 Professional Practices in Special Education
SPED 396 Supervised Participation in Special Education
SPED 401 Methods and Teaching Strategies for Students with Mild/Moderate Disabilities
SPED 402 Teaching in a K-8 Special Education Program
SPED 447 Professional Seminar III: Special Education Student Teaching – Mild/Moderate (K-8)

Note: The Instructional Strategies I endorsement is taken in addition to a student’s primary area of
teacher preparation (elementary or secondary education). The primary area of preparation includes
12 credit hours of student teaching. SPED 447 or SPED 448 will substitute for six of those student
teaching credit hours.

Instructional Strategist I, with teaching licensure (5-12): 35 credit hours

EDCO 300 Differentiated Instruction for Exceptional Learners
EDUC 317 Foundations of Literacy or SEDU 365 Reading in the Content Areas
EDUC 371 Data-Driven Literacy Instruction
EDCO 401 Classroom Management and Evaluation Techniques
SPED 205 Characteristics of Students with Mild/Moderate Disabilities
SPED 285 Career Development and Transition
SPED 321 Diagnosis and Assessment
SPED 352 Professional Practices in Special Education
SPED 396 Supervised Participation in Special Education
SPED 401 Methods and Teaching Strategies for Students with Mild/Moderate Disabilities
SPED 403 Teaching in a 5-12 Special Education Program
SPED 448 Professional Seminar III: Special Education Student Teaching – Mild/Moderate (5-12)

Note: The Instructional Strategies I endorsement is taken in addition to a student’s primary area of teacher preparation (elementary or secondary education). The primary area of preparation includes 12 credit hours of student teaching. SPED 447 or SPED 448 will substitute for six of those student teaching credit hours. 

Reading endorsement (K-8): 25 credit hours

This reading program fulfills the Iowa Department of Education reading endorsement #148. It qualifies the teacher as a Chapter 1 reading teacher, but is not valid for a position as director of a reading program. This endorsement must be accompanied by endorsement #102, elementary classroom teacher. This reading endorsement is built into the elementary education major.

EDUC 317 Foundations of Literacy
EDUC 335 Development of Oral Communications
EDUC 342 Methods of Written Communications
EDUC 371 Data-Driven Literacy Instruction
EDUC 380 Language Development
EDUC 415 Instructional Strategies: Fiction
EDUC 420 Instructional Strategies: Informational Text
EDUC 443 Literacy Field Experience

Reading endorsement (5-12): 24 credit hours

This reading program fulfills the Iowa Department of Education reading endorsement #149. It qualifies the teacher as a Chapter 1 reading teacher but is not valid for a position as director of a reading program. This endorsement must be accompanied by a 5-12 certification in a secondary content area EDUC 317 Foundations of Literacy
SEDU 333 Young Adult Fiction and Nonfiction
SEDU 335 Development of Oral Communications
SEDU 342 Methods of Written Communications
SEDU 365 Reading in the Content Areas
EDUC 371 Data-Driven Literacy Instruction
SEDU 380 Language Development
SEDU 454 Reading Instructional Strategies
SEDU 455 Literacy Field Experience

Teaching English As A Second Language:

ESL Endorsement

In light of the pedagogical challenges presented in Iowa schools by the growing number of non- native speakers of English, this program is designed to prepare pre-service teachers to teach English as a second language in both public and private K-12 educational settings. The primary goal of the endorsement is to provide teachers with knowledge of second language acquisition, assessment procedures, skills and techniques to more effectively address the academic and social challenges presented by an increasingly diverse population of students.

English as a second language endorsement (K-12): 26-29 credit hours*

COMM 302 Intercultural Communication
EDCO 370 Human Relations*
ENGL 331 Introduction to Linguistics
ENGL 332 Modern English Grammar
TESL 270 Introduction to Second Language Acquisition
TESL 330 Methods of Teaching English as a Second Language
TESL 407 Curriculum Development and Assessment in ESL
TESL 408 Practicum in ESL Classroom K-6 or TESL 409 Practicum in ESL Classroom 7-12
TESL 447 Professional Seminar III: ESL Student Teaching K-6* or TESL 448 Professional Seminar III: ESL Student Teaching 7-12*
* The ESL endorsement is taken in addition to a student’s primary area of teacher preparation (elementary or secondary education) which already includes Human Relations in EDCO 280, EDCO 290, and EDCO 300 if taken at BVU, and includes 12 credit hours of student teaching. TESL 447 or 448 will substitute for six of those student teaching hours.

Post Baccalaureate Certification Program:

This program is specifically designed for those who have a bachelor’s degree in a subject area relevant to secondary education. It operates within the university’s current programming structure and is designed to move the candidate efficiently and effectively through core areas of pedagogy before they enter the classroom.

Eligible candidates must meet all of the following:

• Hold a bachelor’s degree from an accredited institution
• Hold a bachelor’s degree which meets the Iowa Department of Education content requirements for certification per secondary field: art, business general, business office and business marketing/management, English/language arts, foreign language, health, journalism, mathematics, music, physical education, reading, biological science, chemistry, earth science, general science, physical science, physics, American government, American history, economics, psychology, sociology, world history, speech communication/theatre, special education. The program is available in these secondary field(s) contingent upon the availability of student teaching placements in that particular field
• Seek certification only (not second degree from BVU)
• Have achieved a 2.5 cumulative grade point average and a 2.5 in the teaching field
• Successful completion of Praxis I exam (Reading 173, Writing 172, Math 171)
• Have received their bachelor’s degree at least 12 months prior to beginning this program
• Have coursework that is 10 years old or older reviewed for relevancy and currency

To complete a secondary certification program:

• Complete the education core
• SEDU 365 Reading in the Content Areas to be taken prior to or concurrent with the methods courses. Students completing the secondary certification program in English must complete SEDU 454 Reading Instructional Strategies.
• Complete a 2 credit hour generic methods course and a 1 credit hour methods course specific to the content area, except for special education where the 2 credit hour and 1 credit hour methods courses from the special education program will be used
• Complete a minimum of 12 credit hours of coursework through Buena Vista University before student teaching. This requirement is for any who have completed some of the education core prior to admission to this program. Nine of the 12 credit hours must be at the 300 level
• Student teach for one 14 week placement or two 7 week placements in one secondary setting
• Complete the following requirements for Checkpoint I (modified for this program):
- Professional reference reports
- Confidentiality statement
- Universal precautions workshop
- No more than six credit hours of EDCO at BVU until admitted into the teacher
education program
• Checkpoint II: Admission to student teaching. The requirements for this checkpoint correspond to those required in Checkpoint III for students who do not have their bachelor’s degree
• Checkpoint III: Licensure requirements. The requirements for this Checkpoint correspond to those required in Checkpoint IV for students who do not have their bachelor’s degree

Best Value - Regional Colleges 2015

Buena Vista University
610 W. 4th Street
Storm Lake, IA 50588
800.383.9600

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