Iowa Wesleyan College

In conjunction with Iowa Wesleyan College’s academic vision, “Learning in Community,” the mission of the Teacher Education Program is the education of future teachers through a caring and knowledgeable “Community of Learners.” The “Community of Learners” conceptual framework provides basic knowledge, skills, and dispositions of teaching and learning while encouraging each candidate to develop his or her unique potential for effective, assessment driven teaching, respectful classroom management, and use of technological communication. We encourage the commitment to life-long learning through critical reflection and professional development. This “Community of Learners” includes members from Iowa Wesleyan College, Teacher Education Program, the Professional Community, and the Student Body. The Teacher Education Program prepares students for the many opportunities available in the teaching profession. Iowa Wesleyan College offers a comprehensive teacher education program in early childhood, elementary and secondary education, and special education. Majors for secondary school teaching are outlined in the various curricular sections of this catalog. Endorsements for pre- and in-service teachers are also provided and encouraged.

To accomplish the mission of the Teacher Education Program, pre-service teachers will demonstrate:

• Commitment to students and their learning;
• Knowledge of the content and how to teach the content, skills, and dispositions to students;
• Responsibility for motivating, managing, and monitoring student learning;
• Reflective thinking about their practice and their experiences; and
• Interest in lifelong learning and participating in learning communities.

The Teacher Education Program offers early and continuing field experiences. As early as the first year, prospective teachers may become involved in teaching activities. Throughout the program students are provided the opportunities to observe and/or participate in classroom practices. Methods courses emphasize instructional planning, various teaching strategies, and current uses of technology. All teacher education students experience 160 hours in a community service project that integrates preparation and practice. The culminating experience is student teaching and a professional portfolio presentation.

All Teacher Education Program classes are designed to provide quality teaching and learning opportunities to adequately display knowledge and performance in the Interstate New Teacher Assessment and Support Consortium (INTASC) and IWC Teaching Standards:
A. Student Learning. The practitioner understands how students learn and develop, and provides learning opportunities that support intellectual, career, social and personal development.
B. Diverse Learners. The practitioner understands how students differ in their approaches to learning and creates instructional opportunities that are equitable and are adaptable to diverse learners.
C. Instructional Planning. The practitioner plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum models.
D. Instructional Strategies. The practitioner understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills.
E. Learning Environment/ Classroom Management. The practitioner uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation
F. Communication/Technology. The practitioner uses knowledge of effective verbal, nonverbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.
G. Assessment. The practitioner understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social, and physical development of the learner.
H. Foundations, Reflection, & Professional Development. The practitioner continually evaluates the effects of the practitioner’s choices and actions on students, parents, and other professionals in the learning community, and actively seeks out opportunities to grow professionally.
I. Collaboration, Ethics, & Relationships. The practitioner fosters relationships with parents, school colleagues, and organizations in the larger community to support students’ learning and development.
J. Content Knowledge. The teacher understands the central concepts, tools of inquiry, and the structure of the discipline(s) s/he teaches, and creates learning experiences, making these aspects of subject matter meaningful for students.

The offerings of the programs are designed to meet the needs of two types of students:
1. Prospective early childhood, elementary, and secondary teachers seeking licensure; and
2. Licensed teachers with professional needs for endorsements and personal enrichment.

The teacher education programs of Iowa Wesleyan College are accredited by the Iowa Department of Education and by the Higher Learning Commission of the North Central Association of Colleges and Schools. The Commission is located at 30 North LaSalle Street, Suite 2400, Chicago, Illinois 60602-2504. Telephone: 1.800.621.7440. Website: www.ncahlc.org

Section 207 of Title II of the Higher Education Act mandates that each institution of higher education, which conducts a teacher preparation program that enrolls students receiving Federal assistance under this Act, shall report to the State and the general public the following information:
Iowa Wesleyan College reported the following data for the 2007-2008 academic year: a) total number of students enrolled in the Teacher Preparation Program (provisionally and fully admitted, and student teachers) = 109; b) number of student teachers = 45 ; c) total number of supervising faculty for student teachers = 9; d) total number of weeks of supervised student teaching during 2007-2008 = 32 (16 per semester); and f) average number of hours per week of student participation in supervised student teaching = 36.