282—13.26 (272) Requirements for elementary endorsements.
	   13.26(1) Teacher—prekindergarten-kindergarten.
	      a.    	  Authorization. The holder of this endorsement is authorized to teach at the prekindergarten/ kindergarten level.
	      b.    	  Program requirements.
	       (1)  	 Degree—baccalaureate, and
	       (2)  	 Completion of an approved human relations program, and
	       (3)  	 Completion of the professional education core. See subrule 13.18(3).
	      c.    	  Content.
	       (1)  	 Human growth and development: infancy and early childhood, unless completed as part of the professional education core. See subrule 13.18(4).
	       (2)  	 Curriculum development and methodology for young children.
	       (3)  	 Child-family-school-community relationships (community agencies).
	       (4)  	 Guidance of young children three to six years of age.
	       (5)  	 Organization of prekindergarten-kindergarten programs.
	       (6)  	 Child and family nutrition.
	       (7)  	 Language development and learning.
	       (8)  	 Kindergarten: programs and curriculum development.
	   13.26(2) Teacher—prekindergarten through grade three.
	      a.    	  Authorization. The holder of this endorsement is authorized to teach children from birth through grade three.
	      b.    	  Program requirements.
	       (1)  	 Degree—baccalaureate.
	       (2)  	 Completion of an approved human relations program.
	       (3)  	 Completion of the professional education core. See subrules 13.18(3) and 13.18(4).
	       (4)  	 Highly qualified teacher (HQT) status. Applicants from non-Iowa institutions who have completed the requirements for this endorsement must verify their HQT status. The board shall determine the test and the minimum passing score for HQT status. Verification must be provided through one of the following:
	      1. 	  Written verification from the department of education in the state in which the applicant completed the elementary teacher preparation program that the applicant has achieved HQT status in that state; or
	      2. 	  Written verification from the department of education in the state where the applicant is currently teaching that the applicant has achieved HQT status in that state; or
	      3. 	  Submission of the official test score report indicating the applicant has met the qualifying score for licensure in the state in which the applicant completed the elementary teacher preparation program; or
	      4. 	  Obtaining the qualifying score set by the Iowa board of educational examiners if the applicant has not been teaching within the last five years and completion of a teacher preparation program prior to enactment of the federal highly qualified teacher legislation (June 2006). This option may also be utilized by applicants from outside the United States.
	      5. 	  For applicants who have completed the requirements for one of the Iowa elementary endorsements, verification of HQT status by meeting the minimum score set by the Iowa board of educational examiners if the applicant has not been teaching within the last five years and completion of a teacher preparation program prior to enactment of the federal highly qualified teacher legislation (June 2006). This option may also be utilized by applicants who have been teaching outside the United States.
	      c.    	  Content.
	       (1)  	 Child growth and development with emphasis on cognitive, language, physical, social, and emotional development, both typical and atypical, for infants and toddlers, preprimary, and primary school children (grades one through three), unless combined as part of the professional education core. See subrule 13.18(4) of the licensure rules for the professional core.
	       (2)  	 Historical, philosophical, and social foundations of early childhood education.
	       (3)  	 Developmentally appropriate curriculum with emphasis on integrated multicultural and nonsexist content including language, mathematics, science, social studies, health, safety, nutrition, visual and expressive arts, social skills, higher-thinking skills, and developmentally appropriate methodology, including adaptations for individual needs, for infants and toddlers, preprimary, and primary school children.
	       (4)  	 Characteristics of play and creativity, and their contributions to the cognitive, language, physical, social and emotional development and learning of infants and toddlers, preprimary, and primary school children.
	       (5)  	 Classroom organization and individual interactions to create positive learning environments for infants and toddlers, preprimary, and primary school children based on child development theory emphasizing guidance techniques.
	       (6)  	 Observation and application of developmentally appropriate assessments for infants and toddlers, preprimary, and primary school children recognizing, referring, and making adaptations for children who are at risk or who have exceptional educational needs and talents.
	       (7)  	 Home-school-community relationships and interactions designed to promote and support parent, family and community involvement, and interagency collaboration.
	       (8)  	 Family systems, cultural diversity, and factors which place families at risk.
	       (9)  	 Child and family health and nutrition.
	       (10)  	 Advocacy, legislation, and public policy as they affect children and families.
	       (11)  	 Administration of child care programs to include staff and program development and supervision and evaluation of support staff.
	       (12)  	 Pre-student teaching field experience with three age levels in infant and toddler, preprimary, and primary programs, with no less than 100 clock hours, and in different settings, such as rural and urban, socioeconomic status, cultural diversity, program types, and program sponsorship.
	       (13)  	 Student teaching experiences with two different age levels, one before kindergarten and one from kindergarten through grade three.
	   13.26(3) Teacher—prekindergarten through grade three, including special education.
	      a.    	  Authorization. The holder of this endorsement is authorized to teach children from birth through grade three.
	      b.    	  Program requirements.
	       (1)  	 Degree—baccalaureate, and
	       (2)  	 Completion of an approved human relations program, and
	       (3)  	 Completion of the professional education core. See subrules 13.18(3) and 13.18(4).
	       (4)  	 Highly qualified teacher (HQT) status. Applicants from non-Iowa institutions who have completed the requirements for this endorsement must verify their HQT status. The board shall determine the test and the minimum passing score for HQT status. Verification must be provided through one of the following:
	      1. 	  Written verification from the department of education in the state in which the applicant completed the elementary teacher preparation program that the applicant has achieved HQT status in that state; or
	      2. 	  Written verification from the department of education in the state where the applicant is currently teaching that the applicant has achieved HQT status in that state; or
	      3. 	  Submission of the official test score report indicating the applicant has met the qualifying score for licensure in the state in which the applicant completed the elementary teacher preparation program; or
	      4. 	  Obtaining the qualifying score set by the Iowa board of educational examiners if the applicant has not been teaching within the last five years and completion of a teacher preparation program prior to enactment of the federal highly qualified teacher legislation (June 2006). This option may also be utilized by applicants from outside the United States.
	      5. 	  For applicants who have completed the requirements for one of the Iowa elementary endorsements, verification of HQT status by meeting the minimum score set by the Iowa board of educational examiners if the applicant has not been teaching within the last five years and completion of a teacher preparation program prior to enactment of the federal highly qualified teacher legislation (June 2006). This option may also be utilized by applicants who have been teaching outside the United States.
	      c.    	  Content.
	       (1)  	 Child growth and development.
	      1. 	  Understand the nature of child growth and development for infants and toddlers (birth through age 2), preprimary (age 3 through age 5) and primary school children (age 6 through age 8), both typical and atypical, in areas of cognition, language development, physical motor, social-emotional, aesthetics, and adaptive behavior.
	      2. 	  Understand individual differences in development and learning including risk factors, developmental variations and developmental patterns of specific disabilities and special abilities.
	      3. 	  Recognize that children are best understood in the contexts of family, culture and society and that cultural and linguistic diversity influences development and learning.
	       (2)  	 Developmentally appropriate learning environment and curriculum implementation.
	      1. 	  Establish learning environments with social support, from the teacher and from other students, for all children to meet their optimal potential, with a climate characterized by mutual respect, encouraging and valuing the efforts of all regardless of proficiency.
	      2. 	  Appropriately use informal and formal assessment to monitor development of children and to plan and evaluate curriculum and teaching practices to meet individual needs of children and families.
	      3. 	  Plan, implement, and continuously evaluate developmentally and individually appropriate curriculum goals, content, and teaching practices for infants, toddlers, preprimary and primary children based on the needs and interests of individual children, their families and community.
	      4. 	  Use both child-initiated and teacher-directed instructional methods, including strategies such as small and large group projects, unstructured and structured play, systematic instruction, group discussion and cooperative decision making.
	      5. 	  Develop and implement integrated learning experiences for home-, center- and school-based environments for infants, toddlers, preprimary and primary children.
	      6. 	  Develop and implement integrated learning experiences that facilitate cognition, communication, social and physical development of infants and toddlers within the context of parent-child and caregiver-child relationships.
	      7. 	  Develop and implement learning experiences for preprimary and primary children with focus on multicultural and nonsexist content that includes development of responsibility, aesthetic and artistic development, physical development and well-being, cognitive development, and emotional and social development.
	      8. 	  Develop and implement learning experiences for infants, toddlers, preprimary, and primary children with a focus on language, mathematics, science, social studies, visual and expressive arts, social skills, higher-thinking skills, and developmentally appropriate methodology.
	      9. 	  Develop adaptations and accommodations for infants, toddlers, preprimary, and primary children to meet their individual needs.
	      10. 	  Adapt materials, equipment, the environment, programs and use of human resources to meet social, cognitive, physical motor, communication, and medical needs of children and diverse learning needs.
	       (3)  	 Health, safety and nutrition.
	      1. 	  Design and implement physically and psychologically safe and healthy indoor and outdoor environments to promote development and learning.
	      2. 	  Promote nutritional practices that support cognitive, social, cultural and physical development of young children.
	      3. 	  Implement appropriate appraisal and management of health concerns of young children including procedures for children with special health care needs.
	      4. 	  Recognize signs of emotional distress, physical and mental abuse and neglect in young children and understand mandatory reporting procedures.
	      5. 	  Demonstrate proficiency in infant-child cardiopulmonary resuscitation, emergency procedures and first aid.
	       (4)  	 Family and community collaboration.
	      1. 	  Apply theories and knowledge of dynamic roles and relationships within and between families, schools, and communities.
	      2. 	  Assist families in identifying resources, priorities, and concerns in relation to the child’s development.
	      3. 	  Link families, based on identified needs, priorities and concerns, with a variety of resources.
	      4. 	  Use communication, problem-solving and help-giving skills in collaboration with families and other professionals to support the development, learning and well-being of young children.
	      5. 	  Participate as an effective member of a team with other professionals and families to develop and implement learning plans and environments for young children.
	       (5)  	 Professionalism.
	      1. 	  Understand legislation and public policy that affect all young children, with and without disabilities, and their families.
	      2. 	  Understand legal aspects, historical, philosophical, and social foundations of early childhood education and special education.
	      3. 	  Understand principles of administration, organization and operation of programs for children from birth to age 8 and their families, including staff and program development, supervision and evaluation of staff, and continuing improvement of programs and services.
	      4. 	  Identify current trends and issues of the profession to inform and improve practices and advocate for quality programs for young children and their families.
	      5. 	  Adhere to professional and ethical codes.
	      6. 	  Engage in reflective inquiry and demonstration of professional self-knowledge.
	       (6)  	 Pre-student teaching field experiences. Complete 100 clock hours of pre-student teaching field experience with three age levels in infant and toddler, preprimary, and primary programs and in different settings, such as rural and urban, encompassing differing socioeconomic status, ability levels, cultural and linguistic diversity and program types and sponsorship.
	       (7)  	 Student teaching. Complete a supervised student teaching experience of a total of at least 12 weeks in at least two different classrooms which include children with and without disabilities in two of three age levels: infant and toddler, preprimary, and primary.
	   13.26(4) Teacher—elementary classroom.
	      a.    	  Authorization. The holder of this endorsement is authorized to teach in kindergarten and grades one through six.
	      b.    	  Program requirements.
	       (1)  	 Degree—baccalaureate, and
	       (2)  	 Completion of an approved human relations component, and
	       (3)  	 Completion of the professional education core. See subrules 13.18(3) and 13.18(4).
	       (4)  	 Highly qualified teacher (HQT) status. Applicants from non-Iowa institutions who have completed the requirements for this endorsement must verify their HQT status. The board shall determine the test and the minimum passing score for HQT status. Verification must be provided through one of the following:
	      1. 	  Written verification from the department of education in the state in which the applicant completed the elementary teacher preparation program that the applicant has achieved HQT status in that state; or
	      2. 	  Written verification from the department of education in the state where the applicant is currently teaching that the applicant has achieved HQT status in that state; or
	      3. 	  Submission of the official test score report indicating the applicant has met the qualifying score for licensure in the state in which the applicant completed the elementary teacher preparation program; or
	      4. 	  Obtaining the qualifying score set by the Iowa board of educational examiners if the applicant has not been teaching within the last five years and completion of a teacher preparation program prior to enactment of the federal highly qualified teacher legislation (June 2006). This option may also be utilized by applicants from outside the United States.
	      5. 	  For applicants who have completed the requirements for one of the Iowa elementary endorsements, verification of HQT status by meeting the minimum score set by the Iowa board of educational examiners if the applicant has not been teaching within the last five years and completion of a teacher preparation program prior to enactment of the federal highly qualified teacher legislation (June 2006). This option may also be utilized by applicants who have been teaching outside the United States.
	      c.    	  Content.
	       (1)  	 Child growth and development with emphasis on the emotional, physical and mental characteristics of elementary age children, unless completed as part of the professional education core. See subrule 13.18(4).
	       (2)  	 Methods and materials of teaching elementary language arts.
	       (3)  	 Methods and materials of teaching elementary reading.
	       (4)  	 Elementary curriculum (methods and materials).
	       (5)  	 Methods and materials of teaching elementary mathematics.
	       (6)  	 Methods and materials of teaching elementary science.
	       (7)  	 Children’s literature.
	       (8)  	 Methods and materials of teaching elementary social studies.
	       (9)  	 Methods and materials in two of the following areas:
	      1. 	  Methods and materials of teaching elementary health.
	      2. 	  Methods and materials of teaching elementary physical education.
	      3. 	  Methods and materials of teaching elementary art.
	      4. 	  Methods and materials of teaching elementary music.
	       (10)  	 Pre-student teaching field experience in at least two different grades.
	       (11)  	 A field of specialization in a single discipline or a formal interdisciplinary program of at least 12 semester hours.
	   13.26(5) Teacher—elementary classroom. Effective September 1, 2015, the following requirements apply to persons who wish to teach in the elementary classroom:
	      a.    	  Authorization. The holder of this endorsement is authorized to teach in kindergarten and grades one through six.
	      b.    	  Program requirements.
	       (1)  	 Degree—baccalaureate, and
	       (2)  	 Completion of an approved human relations component, and
	       (3)  	 Completion of the professional education core. See subrules 13.18(3) and 13.18(4).
	       (4)  	 Highly qualified teacher (HQT) status. Applicants from non-Iowa institutions who have completed the requirements for this endorsement must verify their HQT status. The board shall determine the test and the minimum passing score for HQT status. Verification must be provided through one of the following:
	      1. 	  Written verification from the department of education in the state in which the applicant completed the elementary teacher preparation program that the applicant has achieved HQT status in that state; or
	      2. 	  Written verification from the department of education in the state where the applicant is currently teaching that the applicant has achieved HQT status in that state; or
	      3. 	  Submission of the official test score report indicating the applicant has met the qualifying score for licensure in the state in which the applicant completed the elementary teacher preparation program; or
	      4. 	  Verification that the applicant has obtained the qualifying score set by the Iowa board of educational examiners if the applicant has not been teaching within the last five years and completion of a teacher preparation program prior to enactment in June 2006 of the federal highly qualified teacher provisions of the Individuals with Disabilities Education Act (IDEA). This option may also be utilized by applicants from outside the United States.
	      5. 	  For applicants who have completed the requirements for one of the Iowa elementary endorsements, verification of HQT status by meeting the minimum score set by the Iowa board of educational examiners if the applicant has not been teaching within the last five years and completion of a teacher preparation program prior to enactment in June 2006 of the federal highly qualified teacher provisions of IDEA. This option may also be utilized by applicants who have been teaching outside the United States.
	      c.    	  Content.
	       (1)  	 Child growth and development with emphasis on the emotional, physical and mental characteristics of elementary age children, unless completed as part of the professional education core. See subrule 13.18(4).
	       (2)  	 At least 9 semester hours in literacy which must include:
	      1. 	  Content:
	      ● 	  Children’s literature;
	      ● 	  Oral and written communication skills for the twenty-first century.
	      2. 	  Methods:
	      ● 	  Assessment, diagnosis and evaluation of student learning in literacy;
	      ● 	  Integration of the language arts (to include reading, writing, speaking, viewing, and listening);
	      ● 	  Integration of technology in teaching and student learning in literacy;
	      ● 	  Current best-practice, research-based approaches of literacy instruction;
	      ● 	  Classroom management as it applies to literacy methods;
	      ● 	  Pre-student teaching clinical experience in teaching literacy.
	       (3)  	 At least 9 semester hours in mathematics which must include:
	      1. 	  Content:
	      ● 	  Numbers and operations;
	      ● 	  Algebra/number patterns;
	      ● 	  Geometry;
	      ● 	  Measurement;
	      ● 	  Data analysis/probability.
	      2. 	  Methods:
	      ● 	  Assessment, diagnosis and evaluation of student learning in mathematics;
	      ● 	  Current best-practice, research-based instructional methods in mathematical processes (to include problem solving; reasoning; communication; the ability to recognize, make and apply connections; integration of manipulatives; the ability to construct and to apply multiple connected representations; and the application of content to real world experiences);
	      ● 	  Integration of technology in teaching and student learning in mathematics;
	      ● 	  Classroom management as it applies to mathematics methods;
	      ● 	  Pre-student teaching clinical experience in teaching mathematics.
	       (4)  	 At least 9 semester hours in social sciences which must include:
	      1. 	  Content:
	      ● 	  History;
	      ● 	  Geography;
	      ● 	  Political science/civic literacy;
	      ● 	  Economics;
	      ● 	  Behavioral sciences.
	      2. 	  Methods:
	      ● 	  Current best-practice, research-based approaches to the teaching and learning of social sciences;
	      ● 	  Integration of technology in teaching and student learning in social sciences;
	      ● 	  Classroom management as it applies to social science methods.
	       (5)  	 At least 9 semester hours in science which must include:
	      1. 	  Content:
	      ● 	  Physical science;
	      ● 	  Earth/space science;
	      ● 	  Life science.
	      2. 	  Methods:
	      ● 	  Current best-practice, research-based methods of inquiry-based teaching and learning of science;
	      ● 	  Integration of technology in teaching and student learning in science;
	      ● 	  Classroom management as it applies to science methods.
	       (6)  	 At least 3 semester hours to include all of the following:
	      1. 	  Methods of teaching elementary physical education, health, and wellness;
	      2. 	  Methods of teaching visual arts for the elementary classroom;
	      3. 	  Methods of teaching performance arts for the elementary classroom.
	       (7)  	 Pre-student teaching field experience in at least two different grade levels to include one primary and one intermediate placement.
	       (8)  	 A field of specialization in a single discipline or a formal interdisciplinary program of at least 12 semester hours.
[ARC 8400B, IAB 12/16/09, effective 1/20/10; ARC 8401B, IAB 12/16/09, effective 1/20/10; ARC 8402B, IAB 12/16/09, effective 1/20/10; ARC 8607B, IAB 3/10/10, effective 4/14/10; ARC 0446C, IAB 11/14/12, effective 12/19/12]