Iowa Administrative Code › Agency 282 - Educational Examiners Board › Chapter 13 - Issuance of Teacher Licenses and Endorsements › Rule 282-13.26 - Requirements for Elementary Endorsements

Current through Register Vol. 47, No. 3, July 24, 2024
(1)
Teacher-prekindergarten-kindergarten.
a.
Authorization.
The holder
			 of this endorsement is authorized to teach at the prekindergarten-kindergarten
			 level. Applicants for this endorsement must also hold the teacher-elementary
			 classroom endorsement set forth in subrule 13.26(4) or the early childhood
			 special education endorsement set forth in 282-subrule 14.2(1).
b.
Content.
Coursework must
			 total a minimum of 18 semester hours and shall include the following:
(1) Child development and learning to include
			 young children's characteristics and needs, with an emphasis on cognitive,
			 language, physical, social, and emotional development, both typical and
			 atypical, the multiple interacting influences on early development, and the
			 creation of environments that are healthy, respectful, supportive, and
			 challenging for each and every child.
(2) Building family and community
			 relationships to include understanding that successful early childhood
			 education depends upon reciprocal and respectful partnerships with families,
			 communities, and agencies, that these partnerships have complex and diverse
			 characteristics, and that all families should be involved in their children's
			 development and learning.
(3)
			 Assessment in early childhood to include child observation, documentation, and
			 data collection, the development of appropriate goals, the benefits and uses of
			 assessment for curriculum and instructional strategies, the use of technology
			 when appropriate for assessment and adaptations, and building assessment
			 partnerships with families to positively influence the development of each
			 child.
(4) Developmentally
			 effective approaches to include understanding how positive relationships and
			 supportive interactions are the foundation of working with young children and
			 families; knowing and understanding a wide array of developmentally appropriate
			 approaches, including play and creativity, instructional strategies, and tools
			 to connect with children and families; and reflecting on the teacher's own
			 practice to promote positive outcomes for each child.
(5) Content knowledge to build a meaningful
			 curriculum through the use of academic disciplines, including language and
			 literacy, the arts (music, drama, dance, and visual arts), mathematics,
			 science, social studies, physical activity, and health, for designing,
			 implementing, and evaluating inquiry-based experiences that promote positive
			 development and learning for each child.
(6) Collaboration and professionalism to
			 include involvement in the early childhood field, knowledge about ethical and
			 early childhood professional standards, engagement in continuous collaborative
			 learning to inform practice, reflective and critical perspectives on early
			 childhood education, and informed advocacy for young children and the
			 profession.
(7) Field experiences
			 and opportunities to observe and practice in a variety of early childhood
			 settings, which include, at a minimum, 40 hours of observation and practice in
			 a variety of preschool settings such as urban, rural, socioeconomic status,
			 cultural diversity, program types, and program sponsorship.
(8) Historical, philosophical, and social
			 foundations of early childhood education.
(9) Student teaching in a prekindergarten
			 setting as required in rule
			 281-79.14
			 (256).