Admission to the Teacher Education Program and to Student Teaching
Cornell offers a major in Elementary Education and coursework for students seeking secondary certification. Students desiring to be certified to teach in the public and private K-12 schools must apply before December 1 of their sophomore year to the Education Department for admission to the Teacher Education Program, using the forms available on-line (http://www.cornellcollege.edu/education) and from the Education Office in Room 103 of College Hall. Those seeking admission to the Teacher Education Program in their junior year must have special permission from the chair of the Education Department to apply.
The following additional conditions must be met before the Education Department will approve the application: the student must (1)have filed a Declaration of Degree Program and Major(s) with the Registrar; (2)have completed two 200-level Education courses; (3)have a Cornell cumulative grade point average of 2.5 or higher; (4)have submitted one positive letter of recommendation from a faculty member outside the Education Department; (5)be in good standing - not on probation - academically and with the Cornell Division of Student Affairs; and (6)have successfully achieved passing scores on the Praxis I Pre-Professional Skills Tests.
Praxis Core Academic Skills for Educators
Successful completion of the Praxis Core Academic Skills for Educators is required for all Cornell students seeking admission to the Teacher Education Program. These computer given tests determine college-level competence in the areas of reading, writing, and mathematics. It is strongly recommended that students register to take the Praxis tests during the spring of their freshman year or the fall of their sophomore year. These exams are given by Educational Testing Service (at Iowa City and numerous other nationwide locations) during August, September, November, January, March, April, and June of each year. The department recommends that students take the exam no later than November of their sophomore year. Registration for the Praxis Core Academic Skills for Educators exam is due one month in advance and score reports are available 4-6 weeks after the tests are taken. Specific dates for each academic year are posted early in the Registration Bulletin and sample questions are available at the Education Office in Room 103 of College Hall. The registration fee is approximately $170.00 and is the responsibility of the student. The cut scores for each section of the Praxis Core Academic Skills for Educators Exam are: 156 on the reading section, 150 on the mathematics section, and 162 on the writing section.
All students must meet this requirement and have passing scores on file in the Education Department by February of their sophomore year before they can register for 300-level Education courses.
The final decision on admission rests with the Education Department and will be made after evaluating a completed application, the student's academic performance, and professional dispositions in the Cornell classroom. Before taking her/his first 200-level Education course, each student must access the department information on-line and study it carefully. Students may not undertake 300-level Education courses until they are admitted to the Teacher Education Program.
In order to be admitted to student teaching, students must have a cumulative grade point average of 2.7 or higher, complete a Student Teacher Application and Preference form by January 15 of the junior year, complete all the required 200-level Education courses with a minimum 2.7 grade point average. Elementary Education majors must maintain a 2.7 grade point average in all 300-level Education courses. In addition, all students must be recommended by the chair of the Education Department, and be accepted by a local mentor classroom teacher. Before being admitted to student teaching, a student seeking secondary certification must have completed six course credits in the teaching subject matter major. 14 weeks of consecutive student teaching are required. Depending upon public school calendars, students may be required to student teach for four consecutive blocks. Some students teaching off-campus and those seeking K through 8 and 5 through 12 certification in Art, Music, and Physical Education may also be required to student teach for four blocks. Students desiring to student teach in Chicago must apply to the Academic Standing Committee by February 1 of their junior year. See Off-Campus Programs. All student teaching assignments are made within thirty miles of Mount Vernon or in Chicago unless exceptional personal circumstances exist. Students should refer to the Education Department's web site for an in-depth review of off-campus student teaching requests.
Special Consideration Policy
Applicants with a 2.3 GPA or above may apply for admission under the Special Considerations Policy if they meet one or more of the following three criteria:
- If the applicant has a documented disability for which he or she is already receiving academic accommodations. Students applying in this category must supply appropriate documentation from the Coordinator of Academic Support and Advising as part of their application.
- If the applicant can show evidence that he or she has had successful experience (3 years or more full-time) working with students in a pre-school or school setting.
- If the applicant will add to the diversity of the teaching profession.
Students must indicate they are applying under the Special Consideration category and explain the reason(s) in a supplemental essay they write and submit with their application to the Education Department. Students applying under the Special Consideration category must still submit scores on the Praxis I test that meet or exceed the required scores for admission to the Teacher Preparation Program – a minimum of 170 in all three areas (Mathematics, Reading and Writing).
After admission to the Teacher Preparation Program, students with Special Consideration status must maintain a 2.7 GPA for every semester they are registered in the Teacher Preparation Program, but the requirement that they maintain a cumulative GPA of 2.7 does not apply.
Praxis II: Subject Assessments Test
The State of Iowa requires all elementary education majors and secondary cerification students to successfully complete two seperate Praxis II tests (Pedagogy and Content Knowledge) prior to licensure. Elementary Education majors must successfully pass the following two Praxis II tests:
- PLT: Grades k-6 pedagogy 0622/5622
- Elementary Ed: Content Knowledge 0014/5014
Secondary certification students must also successfully pass two Praxis II test and should refer to the ETS website www.ets.org/praxis as the test codes will vary according to content area.
- Elementary Education: Curriculum, Instruction and Assessment (10011) two-hour test (State of Iowa qualifying score is 152)
It is highly recommended that all Cornell pre-service teachers take and pass one of the above Praxis II exams prior to student teaching.
Refer to the ETS web site (www.ets.org/praxis) for available test dates. Passing scores must be on file in the Education Office at Cornell College before an Iowa license can be issued.
Students must take and pass the Praxis II even if planning to teach outside of Iowa. Requirements in other states will vary. If students intend to teach outside of Iowa, it is advisable to obtain information concerning testing requirements in that state as early as possible. The ETS web site requirement page for all states mandating Praxis II iswww.ets.org/praxis.
Register online at the ETS test site by following the link to the Praxis II tests, then the link to Registering for a Test. Indicate Cornell College as a receiving institution so the college gets official notification of the results (the Cornell code is R6119). Sample test questions can be viewed on this site under Tests at a Glance. The web site includes information regarding the fees, testing dates, and additional services offered by ETS.
Recommendation for Certification
After a student has successfully completed 14 consecutive weeks of student teaching, the senior seminar, passed the two Praxis II exams, and received a baccalaureate degree, the Education Department will make the final decision on Cornell College's recommendation for state certification. A criminal background check is required. Completion of student teaching and certification requirements does NOT guarantee recommendation for a teaching certification.
All students should note that teacher certifications are issued by individual states; therefore, if students believe they may be moving to a location outside of Iowa after graduation, they should examine the specific requirements for the state(s) in question and plan for meeting these additional requirements. Information on all state certification requirements can be found on the Education Department's website.
Teacher Education Program
Whether a candidate for the B.A., B.Mus., or B.S.S. degree, every elementary education major and every student seeking secondary certification must complete the following requirements. B.A. candidates should note that not all the options for satisfying the B.A. requirements will satisfy the State of Iowa's General Education requirements for licensure, which are:
- One course in the humanities selected from: (1) English and Foreign Language, (2)History, (3) Philosophy, (4) Religion, or (5) Art or Music.
- A college-level course in mathematics or statistics. Students cannot use Advanced Placement credit to satisfy this requirement (even if transcript credit is awarded).
- Two courses in natural science.
- One course in a behavioral science selected from Anthropology, Psychology, orSociology.
- One course in a social science selected from Economics and Business, Politics, or, if not taken to satisfy the behavioral requirement, Anthropology or Sociology.
- One of the following programs:
Elementary Education Major: A minimum of 12 course credits in Education, which includes EDU 205, 215, 230, 240, 314, 317, 318, 319, 410, 420, 430, and 483; and COM 121, INT 310 and 320. A second major or the completion of a six-course certification area in one of the following teaching subjects: history, science, language arts, or social studies is strongly recommended. Students should be careful to check the degree requirements of all states they may be considering for relocation. When recommended by the Education Department, the completion of the Elementary Education major qualifies the student for a K-6 teaching certification in the State of Iowa.
Beginning with the 2011/12 matriculants, Elementary Education majors must takeone of the following courses in each content area noted below, all but one (COM 121) will also satisfy B.A. requirements: (History: HIS 153, 154, 240, 251,255); (Politics: POL 111, 222, 225); (Behavioral Sciences: ANT 101, PSY 161, or SOC 101 ); (Physical Science: PHY141, 125, 121, 123); (Life Science: BIO 103, 106) and (Communications: COM 121). As a first year student, it is important to attend to this information if you are considering majoring in Elementary Education.
K-8 Reading Endorsement is offered through online summer courses.
- Each course will be six weeks in length and will be offered back-to-back during the summers (not concurrently).
- Two of the four courses will be offered every other summer.
- Even numbered years the following two courses will be offered: EDU 330 Foundations of Literacy and EDU 350 Literacy in the Content Areas – Elementary
- Odd numbered years the following two courses will be offered: EDU 340 Language, Literacy and Communication and EDU 360 Reading Assessment, Diagnosis and Evaluation
- Elementary Education majors who choose to take the four online courses so as to fulfill the requirements for the K-8 Reading Endorsement will graduate with 33 credits.
Coursework for Secondary Certification: A minimum of 9 course credits in Education which include EDU 205, 215, 230, 240, 328, 410, 420, 430, and 483; a methods course in your content area. EDU 322: required for foreign language, English and art majors. EDU 324: required for math, science, and social studies majors. KIN 331: required for Kinesiology majors. MUS 331: required for music majors. ART 317: required for art majors (in addition to EDU 322). Students must also complete and approved teaching major in the area of certification. A list of approved teaching majors is available from the Education Office. The requirements for these are set forth in the departmental listings under the rubric "Teaching Major." Students seeking secondary certification inKinesiology, Music, French, German, Latin, Russian, or Spanish must consult the appropriate department for the special requirements pertaining to courses in methods of instruction. When recommended by the Education Department, the completion of coursework for secondary certification and an approved teaching major qualify the student for a 5-12 teaching certification in the State of Iowa.
Second Teaching Areas for Students Seeking Secondary Certification: Students who have a teaching major in Economics and Business, History, Politics, Psychology, orSociology, or an individualized major in Anthropology must add one or more of the following areas as a second certification area: American Government, Anthropology,Economics, Psychology, Sociology, United States History, or World History. The requirements for these second teaching areas are described under the respective departmental listings and are also available from the Education Office. Students with teaching majors in Biology, Chemistry, Geology, or Physics should consider adding one or more of the following areas as a second certification area: Biology, Chemistry, Geology,Physics or the all-science certification area. Details on the requirements for certification are found in the Education Office.
Title II Reporting Summary: The annual report required by Title II of the 1998 Higher Education Act is on file in the Education Office. The Cornell College Teacher Education Program is accredited by the Iowa Department of Education and meets all of the requirements of Title II. The Cornell College Teacher Education Program is in good standing with the State of Iowa and the federal government and is NOT listed as a low-performing Teacher Education Program.
Transportation: Students are responsible for their own transportation, at their own expense, when coursework requires their presence in off-campus classrooms and internships.
Communications Studies (COM)
121. Communication and Education
Introductory course focusing upon language development and the variations related to cultural and linguistic diversity. The role that information literacy plays in the public setting is also explored. Focus is upon the formative role that all modes of communication play in the pedagogical process. No S/U option.
205. Foundations of Education
This course explores the historical, sociological, and philosophical foundations of education. The class will draw upon the broad, theoretical issues of education through a variety of written and discussion-based activities. Particular attention is paid to curriculum theory, the civic and democratic mission of the common schools movement, Dewey and the Progressive Era of schooling, and the current social context of schools. Students are encouraged to critically analyze the purpose of schooling and to further develop their own philosophies of education through reflection and dialogue. No S/U option. (Humanities)KAUPER
215. Educational Psychology
The factors that influence the nature and quality of growth, development, and learning during the educational process. Examination, through the use of recent research and illustrative examples, of important psychological characteristics of children and adolescents as learners, and of teachers and the teaching process in the elementary and secondary schools. Fourteen hours of observation-practicum in the schools. Students must provide their own transportation. Not open to juniors and seniors without permission of instructor. No S/U option. (Social Science) BOSTWICK
230. Exceptional Learner
An introduction to the basic characteristics of persons with special needs and how they can best be educated in the K-12 schools. All categories of students served under IDEA 2004 and Sec. 504 will be considered. Topics include legal mandates, inclusion, mental retardation, learning disabilities, emotional and behavioral disorders, speech and language disorders, hearing impairment, visual impairment, physical disabilities, and giftedness. Fifteen hours of observation-practicum in the schools. Students must provide their own transportation. No S/U option. (Social Science) JACOBS
240. Human Relations
This course explores the influence of social issues such as discrimination, diversity, equity, racism, sexism, homophobia, and ethnic and socioeconomic pluralism in American schools. The goals for this class are to understand and be sensitive to the values, beliefs, lifestyles, and attitudes of individuals and the diverse groups found in a pluralistic society and to translate knowledge of human relations into attitudes, skills, and techniques that will support favorable learning experiences. Through critical analysis, this course reveals ways in which dehumanizing biases may be reflected in instructional materials, methodologies, media, and everyday encounters and understand how these interactions may influence classroom dynamics and student learning. No S/U option. (Social Science)HEINRICH or KAUPER
260-265. Topics in Education
In-depth study of selected topics in the field of education. No S/U option.
314. Methods of Elementary Mathematics
Current elementary school methods of instruction, lesson planning, computer applications, student assessment, and classroom management. Thirty hours of observation-practicum in the schools. Students must provide their own transportation. This course must be taken PRIOR to student teaching. Prerequisites: EDU 205, 215, 230, 240, admission to the Teacher Education Program, and junior standing. No S/U option. JACOBS
317. Methods of Elementary Science and Social Studies
Current elementary school methods in the teaching of natural science and social studies. Special emphasis on the development of interdisciplinary methods, the development of curricular units, lesson design, computer applications, student assessment, and classroom management. Thirty hours of observation-practicum in the schools. Students must provide their own transportation. This course must be taken PRIOR to student teaching. No S/U option. BOSTWICK
318. Methods of Elementary Language Arts and Reading
Current elementary school methods in the teaching of reading, instructional planning, language acquisition, student assessment, and teaching materials in the field of elementary language arts and reading. Reading Recovery, Title I, and other reading support programs are addressed. Development of a curriculum unit in both subject areas. Thirty hours of observation-practicum in the schools. Students must provide their own transportation. This course must be taken PRIOR to student teaching. No S/U option.JACOBS
319. Children's Literature
Comparative study of literary texts for children, including instructional planning, the teaching of reading, the use of literature with elementary students, and student assessment. Thirty hours of observation-practicum in the schools. Students must provide their own transportation. This course must be taken PRIOR to student teaching. No S/U option. BOSTWICK
322. Secondary Arts, Languages, and Adolescent Literature
Current secondary school issues in pedagogy and classroom management, including subject matter and instructional planning in the methods of teaching art, English/language arts, reading, speech communications, adolescent literature, and foreign languages. Development of lesson plans, curriculum units, reading in the content area, the study of computer applications, and student assessment. Thirty-five hours of observation-practicum in the schools. Students must provide their own transportation. This course must be taken PRIOR to student teaching. Prerequisites: EDU 205, 215, 230, 240, admission to the Teacher Education Program, and junior standing. No S/U option. HEINRICH
324. Secondary Mathematics, Science, and Social Studies
Current secondary school issues in pedagogy and classroom management, including instructional planning and methods of teaching mathematics, natural sciences, social sciences, and history. Development of lesson plans, curriculum units, reading in the content areas, student assessment, and the study of computer applications. Thirty-five hours of observation-practicum in the schools. Students must provide their own transportation. This course must be taken PRIOR to student teaching. Prerequisites: EDU 205, 215, 230, 240, admission to the Teacher Education Program, and junior standing. No S/U option. KAUPER
328. Reading in the Content Areas
Current best practice methodology, techniques, and strategies for teaching reading to middle and high school students. Lesson planning for incorporating reading and adolescent literature into all secondary curricular areas. Classroom management, computer application, student assessment, and forty hours of observation-practicum in the local schools. Students must provide their own transportation. It is highly recommended that this course must be taken PRIOR to student teaching. Prerequisites: EDU 205, 215, 230, 240, admission to the Teacher Education Program, and junior standing. Sophomores may take with instructor approval. No S/U option. HEINRICH
330-S. Foundations of Literacy. This course is designed to facilitate an understanding of the processes of literacy development for elementary learners. Diversity, in its many forms, will frame many of the discussions on the ways literacy is culturally situated within elementary classrooms. A range of research-based reading and writing theories will be examined as well as the history of reading and writing theories. A focus on the major components of reading (phonemic awareness, word identification/phonic, vocabulary, fluency and comprehension in context) and the integration of technology in literacy learning will be emphasized. Lastly, how, as elementary teachers, might reading struggles be mediated and authenticated via natural learning experiences for diverse students will be discussed throughout the course. Prerequisite: Admittance to the Teacher Preparation Program/Education Department (during the sophomore year) and either EDU 318 Language Arts or Reading and EDU 319 Children’s Literature. Summer 2014 online. Alternate years. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION MAJOR
340-S. Language, Literacy and Communication. This course is designed to teach pre-service teachers how to recognize and implement appropriate environmental strategies that support early literacy development and appropriate early experiences with reading and writing. Emphasis is placed on speaking and listening, as well as reading and writing readiness. A repertoire of strategies that include (1) plans for creating language- and literacy–rich classroom environments and (2) activities that intentionally promote early literacy development will be developed. Developmentally appropriate strategies consistent with current knowledge of how young children develop, learn, and thrive in a literacy-rich environment will be emphasized. Upon completion of the course, students will be able to select, plan, implement, and evaluate appropriate early literacy experiences. Prerequisite: Admittance to the Teacher Preparation Program/Education Department (during the sophomore year) and either EDU 318 Language Arts or Reading and EDU 319 Children’s Literature. Summer 2015 online. Alternate years. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION MAJOR
350-S. Elementary Literacy in the Content Areas. Educators must first and foremost recognize the fact that reading and writing, far from being isolated areas of study, touch upon all facets of learning in each and every content area. The major goal of this course, then, is to understand how, as elementary teachers of all content areas, might employ developmentally appropriate literacy strategies to enhance content area learning. Students will become familiar with the Title I laws in Iowa and take a close look at the kind of reading support Title I teachers offer. Prerequisite: Admittance to the Teacher Preparation Program/Education Department (during the sophomore year) and either EDU 318 Language Arts or Reading and EDU 319 Children’s Literature. Summer 2014 online. Alternate years. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION MAJOR
360-S. Reading Assessment, Diagnosis and Evaluation. This course will examine reading assessment theory, materials and procedures. The foundational concepts of reading assessment, diagnosis and evaluation will be developed. Additionally, the uses of reading assessment and the communication of reading assessment results will be emphasized. Students will engage in a variety of reading assessments with two elementary students that are valid and reliable so as to make on-going instructional changes and to maintain successful classroom literacy practice. Prerequisite: Admittance to the Teacher Preparation Program/Education Department (during the sophomore year) and either EDU 318 Language Arts or Reading and EDU 319 Children’s Literature. Summer 2015 online. Alternate years. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION MAJOR.
380. Internship: see Courses 280/380.
390. Individual Project: see Courses 290/390.
410-420-430-440. Student Teaching I, II, III, & IV
A 14-week clinical teaching experience under the direction of Cornell faculty and certified K-12 school teachers in approved elementary or secondary schools. A bi-weekly on-campus evening seminar is required. These three courses must be scheduled in consecutive terms during the senior year or during a fifth year. Required for a teaching certification recommendation. Students must provide their own transportation. EDU 440 may be required depending upon public shool calendars and for student pursuing K-8 and 5-12 certification. Prerequisite: All 200- and 300-level Education courses and approval of the Education Department. (CR) BOSTWICK, HEINRICH, JACOBS, KAUPER orPOSTLER
450-460-470-471. Music Student Teaching I, II, III, & IV
A 14-week clinical teaching experience under the direction of Cornell faculty and certified K-12 school teachers in approved elementary or secondary schools. A weekly on-campus evening seminar is required. These three courses must be scheduled in consecutive terms during the senior year or during a fifth year. Required for a teaching certification recommendation. Students must provide their own transportation. EDU 471 may be required for for students pursuing K-8 and 5-12 certification. Prerequisites: MUS 331 (Music Education Seminar), INT 320 (Interdisciplinary Theory and Practice for the Elementary Classroom), senior standing, and approval of the Music Department. (CR)
483. Senior Seminar
Critical examination of current educational controversies, reform ideas, ethical considerations, legal questions, and administrative problems facing modern American education. Students will compile a detailed professional portfolio in both notebook and electronic formats, a five-year professional development plan, a qualitative research paper, and will receive evaluation and assessment feedback from faculty on their strengths, weaknesses, accomplishments, and future plans. Prerequisite: successful completion of EDU 430, 470, or ACM 966 (Urban Education). No S/U option. BOSTWICK,HEINRICH, JACOBS or KAUPER
966. ACM Urban Education Program in Chicago
Four terms of student teaching in Chicago - fall or spring. Students must apply to the Academic Standing Committee by February 1 of their junior year. This is a competitive application and all students may not be accepted. Students must provide their own transportation. Prerequisite: permission of the Education Department. No S/U option. Seewww.acm.edu/teaching and HEINRICH or POSTLER