282—14.140 (272) Requirements for other teaching endorsements.
	 14.140(1) Athletic coach. K-12.
	  a.   	 The holder of this endorsement may serve as a head coach or an assistant coach in kindergarten and grades one through twelve.
	  b.   	 Program requirements.
	 (1) 	 One semester hour college or university course in the structure and function of the human body in relation to physical activity.
	 (2) 	 One semester hour college or university course in human growth and development of children and youth as related to physical activity.
	 (3) 	 Two semester hour college or university course in athletic conditioning, care and prevention of injuries and first aid as related to physical activity.
	 (4) 	 One semester hour college or university course in the theory of coaching interscholastic athletics.
Note:  An applicant for the coaching endorsement must hold a teacher’s license with one of the teaching endorsements.
	 14.140(2) 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.
	 (2) 	 Completion of an approved human relations component.
	 (3) 	 Completion of the professional education core. See 14.123(3) and 14.123(4).
	 (4) 	 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 14.123(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:
Methods and materials of teaching elementary health.
Methods and materials of teaching elementary physical education.
Methods and materials of teaching elementary art.
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 twelve semester hours.
	 14.140(3) 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.
	 (2) 	 Completion of an approved human relations program.
	 (3) 	 Completion of the professional education core. See 14.123(3) and 14.123(4).
	 (4) 	 Content:
	  1. 	 Human growth and development: infancy and early childhood, unless completed as part of the professional education core. See 14.123(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.
	 14.140(4) English as a second language (ESL). K-12.
	  a.   	 Authorization. The holder of this endorsement is authorized to teach English as a second language in kindergarten and grades one through twelve.
	  b.   	 Program requirements.
	 (1) 	 Degree—baccalaureate.
	 (2) 	 Completion of an approved human relations program.
	 (3) 	 Completion of the professional education core. See 14.123(3) and 14.123(4).
	 (4) 	 Content. Completion of 18 semester hours of coursework in English as a second language to include the following:
1. Knowledge of pedagogy to include the following:
	  ● 	 Methods and curriculum to include the following:
—Bilingual and ESL methods.
—Literacy in native and second language.
—Methods for subject matter content.
—Adaptation and modification of curriculum.
	  ● 	 Assessment to include language proficiency and academic content.
2. Knowledge of linguistics to include the following:
	  ● 	 Psycholinguistics and sociolinguistics.
	  ● 	 Language acquisition and proficiency to include the following:
—Knowledge of first and second language proficiency.
—Knowledge of first and second language acquisition.
	  ● 	 Language to include structure and grammar of English.
3. Knowledge of cultural and linguistic diversity to include the following:
	  ● 	 History.
	  ● 	 Theory, models, and research.
	  ● 	 Policy and legislation.
	  ● 	 Current issues with transient populations.
	 14.140(5) Elementary counselor.
	  a.   	 Authorization. The holder of this endorsement is authorized to serve as a school guidance counselor in kindergarten and grades one through eight.
	  b.   	 Program requirements.
	 (1) 	 Master’s degree from an accredited institution of higher education.
	 (2) 	 Completion of an approved human relations component.
	 (3) 	 Completion of an approved exceptional learner component.
	  c.   	 Content. Completion of a sequence of courses and experiences which may have been a part of, or in addition to, the degree requirements to include the following:
	 (1) 	 Nature and needs of individuals at all developmental levels.
	  1. 	 Develop strategies for facilitating development through the transition from childhood to adolescence and from adolescence to young adult.
	  2. 	 Apply knowledge of learning and personality development to assist students in developing their full potential.
	 (2) 	 Social and cultural foundations.
	  1. 	 Demonstrate awareness of and sensitivity to the unique social, cultural, and economic circumstances of students and their racial/ethnic, gender, age, physical, and learning differences.
	  2. 	 Demonstrate sensitivity to the nature and the functioning of the student within the family, school and community contexts.
	  3. 	 Demonstrate the counseling and consultation skills needed to facilitate informed and appropriate action in response to the needs of students.
	 (3) 	 Fostering of relationships.
	  1. 	 Employ effective counseling and consultation skills with students, parents, colleagues, administrators, and others.
	  2. 	 Communicate effectively with parents, colleagues, students and administrators.
	  3. 	 Counsel students in the areas of personal, social, academic, and career development.
	  4. 	 Assist families in helping their children address the personal, social, and emotional concerns and problems that may impede educational progress.
	  5. 	 Implement developmentally appropriate counseling interventions with children and adolescents.
	  6. 	 Demonstrate the ability to negotiate and move individuals and groups toward consensus or conflict resolution or both.
	  7. 	 Refer students for specialized help when appropriate.
	  8. 	 Value the well-being of the students as paramount in the counseling relationship.
	 (4) 	 Group work.
	  1. 	 Implement developmentally appropriate interventions involving group dynamics, counseling theories, group counseling methods and skills, and other group work approaches.
	  2. 	 Apply knowledge of group counseling in implementing appropriate group processes for elementary, middle school, and secondary students.
	 (5) 	 Career development, education, and postsecondary planning.
	  1. 	 Assist students in the assessment of their individual strengths, weaknesses, and differences, including those that relate to academic achievement and future plans.
	  2. 	 Apply knowledge of career assessment and career choice programs.
	  3. 	 Implement occupational and educational placement, follow-up and evaluation.
	  4. 	 Develop a counseling network and provide resources for use by students in personalizing the exploration of postsecondary educational opportunities.
	 (6) 	 Assessment and evaluation.
	  1. 	 Demonstrate individual and group approaches to assessment and evaluation.
	  2. 	 Demonstrate an understanding of the proper administration and uses of standardized tests.
	  3. 	 Apply knowledge of test administration, scoring, and measurement concerns.
	  4. 	 Apply evaluation procedures for monitoring student achievement.
	  5. 	 Apply assessment information in program design and program modifications to address students’ needs.
	  6. 	 Apply knowledge of legal and ethical issues related to assessment and student records.
	 (7) 	 Professional orientation.
	  1. 	 Apply knowledge of history, roles, organizational structures, ethics, standards, and credentialing.
	  2. 	 Maintain a high level of professional knowledge and skills.
	  3. 	 Apply knowledge of professional and ethical standards to the practice of school counseling.
	  4. 	 Articulate the counselor role to school personnel, parents, community, and students.
	 (8) 	 School counseling skills.
	  1. 	 Design, implement, and evaluate a comprehensive, developmental school guidance program.
	  2. 	 Implement and evaluate specific strategies designed to meet program goals and objectives.
	  3. 	 Consult and coordinate efforts with resource persons, specialists, businesses, and agencies outside the school to promote program objectives.
	  4. 	 Provide information appropriate to the particular educational transition and assist students in understanding the relationship that their curricular experiences and academic achievements will have on subsequent educational opportunities.
	  5. 	 Assist parents and families in order to provide a supportive environment in which students can become effective learners and achieve success in pursuit of appropriate educational goals.
	  6. 	 Provide training, orientation, and consultation assistance to faculty, administrators, staff, and school officials to assist them in responding to the social, emotional, and educational development of all students.
	  7. 	 Collaborate with teachers, administrators, and other educators in ensuring that appropriate educational experiences are provided that allow all students to achieve success.
	  8. 	 Assist in the process of identifying and addressing the needs of the exceptional student.
	  9. 	 Apply knowledge of legal and ethical issues related to child abuse and mandatory reporting.
	  10. 	 Advocate for the educational needs of students and work to ensure that these needs are addressed at every level of the school experience.
	  11. 	 Promote use of counseling and guidance activities and programs involving the total school community to provide a positive school climate.
	 (9) 	 Classroom management.
	  1. 	 Apply effective classroom management strategies as demonstrated in classroom guidance and large group guidance lessons.
	  2. 	 Consult with teachers and parents about effective classroom management and behavior management strategies.
	 (10) 	 Curriculum.
	  1. 	 Write classroom lessons including objectives, learning activities, and discussion questions.
	  2. 	 Utilize various methods of evaluating what students have learned in classroom lessons.
	  3. 	 Demonstrate competency in conducting classroom and other large group activities, utilizing an effective lesson plan design, engaging students in the learning process, and employing age-appropriate classroom management strategies.
	  4. 	 Design a classroom unit of developmentally appropriate learning experiences.
	  5. 	 Demonstrate knowledge in writing standards and benchmarks for curriculum.
	 (11) 	 Learning theory.
	  1. 	 Identify and consult with teachers about how to create a positive learning environment utilizing such factors as effective classroom management strategies, building a sense of community in the classroom, and cooperative learning experiences.
	  2. 	 Identify and consult with teachers regarding teaching strategies designed to motivate students using small group learning activities, experiential learning activities, student mentoring programs, and shared decision-making opportunities.
	  3. 	 Demonstrate knowledge of child and adolescent development and identify developmentally appropriate teaching and learning strategies.
	 (12) 	 Teaching and counseling practicum. The school counselor demonstrates competency in conducting classroom sessions with elementary and middle school students. The practicum consisting of a minimum of 500 contact hours provides opportunities for the prospective counselor, under the supervision of a licensed professional school counselor, to engage in a variety of activities in which a regularly employed school counselor would be expected to participate including, but not limited to, individual counseling, group counseling, developmental classroom guidance, and consultation.
	 14.140(6) Secondary counselor.
	  a.   	 Authorization. The holder of this endorsement is authorized to serve as a school guidance counselor in grades five through twelve.
	  b.   	 Program requirements.
	 (1) 	 Master’s degree from an accredited institution of higher education.
	 (2) 	 Completion of an approved human relations component.
	 (3) 	 Completion of an approved exceptional learner component.
	  c.   	 Content. Completion of a sequence of courses and experiences which may have been a part of, or in addition to, the degree requirements to include the following:
	 (1) 	 Nature and needs of individuals at all developmental levels.
	  1. 	 Develop strategies for facilitating development through the transition from childhood to adolescence and from adolescence to young adult.
	  2. 	 Apply knowledge of learning and personality development to assist students in developing their full potential.
	 (2) 	 Social and cultural foundations.
	  1. 	 Demonstrate awareness of and sensitivity to the unique social, cultural, and economic circumstances of students and their racial/ethnic, gender, age, physical, and learning differences.
	  2. 	 Demonstrate sensitivity to the nature and the functioning of the student within the family, school and community contexts.
	  3. 	 Demonstrate the counseling and consultation skills needed to facilitate informed and appropriate action in response to the needs of students.
	 (3) 	 Fostering of relationships.
	  1. 	 Employ effective counseling and consultation skills with students, parents, colleagues, administrators, and others.
	  2. 	 Communicate effectively with parents, colleagues, students and administrators.
	  3. 	 Counsel students in the areas of personal, social, academic, and career development.
	  4. 	 Assist families in helping their children address the personal, social, and emotional concerns and problems that may impede educational progress.
	  5. 	 Implement developmentally appropriate counseling interventions with children and adolescents.
	  6. 	 Demonstrate the ability to negotiate and move individuals and groups toward consensus or conflict resolution or both.
	  7. 	 Refer students for specialized help when appropriate.
	  8. 	 Value the well-being of the students as paramount in the counseling relationship.
	 (4) 	 Group work.
	  1. 	 Implement developmentally appropriate interventions involving group dynamics, counseling theories, group counseling methods and skills, and other group work approaches.
	  2. 	 Apply knowledge of group counseling in implementing appropriate group processes for elementary, middle school, and secondary students.
	 (5) 	 Career development, education, and postsecondary planning.
	  1. 	 Assist students in the assessment of their individual strengths, weaknesses, and differences, including those that relate to academic achievement and future plans.
	  2. 	 Apply knowledge of career assessment and career choice programs.
	  3. 	 Implement occupational and educational placement, follow-up and evaluation.
	  4. 	 Develop a counseling network and provide resources for use by students in personalizing the exploration of postsecondary educational opportunities.
	 (6) 	 Assessment and evaluation.
	  1. 	 Demonstrate individual and group approaches to assessment and evaluation.
	  2. 	 Demonstrate an understanding of the proper administration and uses of standardized tests.
	  3. 	 Apply knowledge of test administration, scoring, and measurement concerns.
	  4. 	 Apply evaluation procedures for monitoring student achievement.
	  5. 	 Apply assessment information in program design and program modifications to address students’ needs.
	  6. 	 Apply knowledge of legal and ethical issues related to assessment and student records.
	 (7) 	 Professional orientation.
	  1. 	 Apply knowledge of history, roles, organizational structures, ethics, standards, and credentialing.
	  2. 	 Maintain a high level of professional knowledge and skills.
	  3. 	 Apply knowledge of professional and ethical standards to the practice of school counseling.
	  4. 	 Articulate the counselor role to school personnel, parents, community, and students.
	 (8) 	 School counseling skills.
	  1. 	 Design, implement, and evaluate a comprehensive, developmental school guidance program.
	  2. 	 Implement and evaluate specific strategies designed to meet program goals and objectives.
	  3. 	 Consult and coordinate efforts with resource persons, specialists, businesses, and agencies outside the school to promote program objectives.
	  4. 	 Provide information appropriate to the particular educational transition and assist students in understanding the relationship that their curricular experiences and academic achievements will have on subsequent educational opportunities.
	  5. 	 Assist parents and families in order to provide a supportive environment in which students can become effective learners and achieve success in pursuit of appropriate educational goals.
	  6. 	 Provide training, orientation, and consultation assistance to faculty, administrators, staff, and school officials to assist them in responding to the social, emotional, and educational development of all students.
	  7. 	 Collaborate with teachers, administrators, and other educators in ensuring that appropriate educational experiences are provided that allow all students to achieve success.
	  8. 	 Assist in the process of identifying and addressing the needs of the exceptional student.
	  9. 	 Apply knowledge of legal and ethical issues related to child abuse and mandatory reporting.
	  10. 	 Advocate for the educational needs of students and work to ensure that these needs are addressed at every level of the school experience.
	  11. 	 Promote use of counseling and guidance activities and programs involving the total school community to provide a positive school climate.
	 (9) 	 Classroom management.
	  1. 	 Apply effective classroom management strategies as demonstrated in classroom guidance and large group guidance lessons.
	  2. 	 Consult with teachers and parents about effective classroom management and behavior management strategies.
	 (10) 	 Curriculum.
	  1. 	 Write classroom lessons including objectives, learning activities, and discussion questions.
	  2. 	 Utilize various methods of evaluating what students have learned in classroom lessons.
	  3. 	 Demonstrate competency in conducting classroom and other large group activities, utilizing an effective lesson plan design, engaging students in the learning process, and employing age-appropriate classroom management strategies.
	  4. 	 Design a classroom unit of developmentally appropriate learning experiences.
	  5. 	 Demonstrate knowledge in writing standards and benchmarks for curriculum.
	 (11) 	 Learning theory.
	  1. 	 Identify and consult with teachers about how to create a positive learning environment utilizing such factors as effective classroom management strategies, building a sense of community in the classroom, and cooperative learning experiences.
	  2. 	 Identify and consult with teachers regarding teaching strategies designed to motivate students using small group learning activities, experiential learning activities, student mentoring programs, and shared decision-making opportunities.
	  3. 	 Demonstrate knowledge of child and adolescent development and identify developmentally appropriate teaching and learning strategies.
	 (12) 	 Teaching and counseling practicum. The school counselor demonstrates competency in conducting classroom sessions with middle and secondary school students. The practicum consisting of a minimum of 500 contact hours provides opportunities for the prospective counselor, under the supervision of a licensed professional school counselor, to engage in a variety of activities in which a regularly employed school counselor would be expected to participate including, but not limited to, individual counseling, group work, developmental classroom guidance and consultation.
	 14.140(7) Reading specialist. K-12.
	  a.   	 Authorization. The holder of this endorsement is authorized to serve as a reading specialist in kindergarten and grades one through twelve.
	  b.   	 Program requirements.
	 (1) 	 Degree—master’s.
	 (2) 	 Content. Completion of a sequence of courses and experiences which may have been a part of, or in addition to, the degree requirements. This sequence is to be at least 27 semester hours to include the following:
	  1. 	 Educational psychology/human growth and development.
	  2. 	 Educational measurement and evaluation.
	  3. 	 Foundations of reading.
	  4. 	 Diagnosis of reading problems.
	  5. 	 Remedial reading.
	  6. 	 Psychology of reading.
	  7. 	 Language learning and reading disabilities.
	  8. 	 Practicum in reading.
	  9. 	 Administration and supervision of reading programs at the elementary and secondary levels.
Note:  The applicant must have met the requirements for the standard license and a teaching endorsement, and present evidence of at least one year of experience which included the teaching of reading as a significant part of the responsibility.
	 14.140(8) Elementary school teacher librarian.
	  a.   	 Authorization. The holder of this endorsement is authorized to serve as a teacher librarian in kindergarten and grades one through eight.
	  b.   	 Program requirements.
	 (1) 	 Degree—baccalaureate.
	 (2) 	 Completion of an approved human relations program.
	 (3) 	 Completion of the professional education core. See 14.123(3) and 14.123(4).
	 (4) 	 Content. Completion of 24 semester hours in school library coursework to include the following:
	  1. 	 Knowledge of materials and literature in all formats for elementary children.
	  2. 	 Selection, utilization and evaluation of library resources and equipment.
	  3. 	 Design and production of instructional materials.
	  4. 	 Acquisition, cataloging and classification of library materials.
	  5. 	 Information literacy, reference services and networking.
	  6. 	 Planning, evaluation and administration of school library programs.
	  7. 	 Practicum in an elementary school media center/library.
	 14.140(9) Secondary school teacher librarian.
	  a.   	 Authorization. The holder of this endorsement is authorized to serve as a teacher librarian in grades five through twelve.
	  b.   	 Program requirements.
	 (1) 	 Degree—baccalaureate.
	 (2) 	 Completion of an approved human relations program.
	 (3) 	 Completion of the professional education core. See 14.123(3) and 14.123(4).
	 (4) 	 Content. Completion of 24 semester hours in school library coursework to include the following:
	  1. 	 Knowledge of materials and literature in all formats for adolescents.
	  2. 	 Selection, utilization and evaluation of library resources and equipment.
	  3. 	 Design and production of instructional materials.
	  4. 	 Acquisition, cataloging and classification of library materials.
	  5. 	 Information literacy, reference services and networking.
	  6. 	 Planning, evaluation and administration of school library programs.
	  7. 	 Practicum in a secondary school media center/library.
	 14.140(10) School teacher librarian. K-12.
	  a.   	 Authorization. The holder of this endorsement is authorized to serve as a teacher librarian in kindergarten and grades one through twelve.
	  b.   	 Program requirements.
	 (1) 	 Degree—master’s.
	 (2) 	 Content. Completion of a sequence of courses and experiences which may have been part of, or in addition to, the degree requirements. This sequence is to be at least 30 semester hours in school library coursework, to include the following:
	  1. 	 Planning, evaluation and administration of school library programs.
	  2. 	 Curriculum development and teaching and learning strategies.
	  3. 	 Instructional development and communication theory.
	  4. 	 Selection, evaluation and utilization of library resources and equipment.
	  5. 	 Acquisition, cataloging and classification of library materials.
	  6. 	 Design and production of instructional materials.
	  7. 	 Methods for instruction and integration of information literacy skills into the school curriculum.
	  8. 	 Information literacy, reference services and networking.
	  9. 	 Knowledge of materials and literature in all formats for elementary children and adolescents.
	  10. 	 Reading, listening and viewing guidance.
	  11. 	 Utilization and application of computer technology.
	  12. 	 Practicum at both the elementary and secondary levels.
	  13. 	 Research in library and information science.
Note:  The applicant must be the holder of or eligible for the initial license.
	 14.140(11) School nurse.
	  a.   	 School nurse endorsement.
	 (1) 	 Authorization. The holder of this endorsement is authorized to provide service as a school nurse at the prekindergarten and kindergarten levels and in grades one through twelve.
	 (2) 	 Program requirements.
	  1. 	 Degree—baccalaureate.
	  2. 	 Completion of an approved human relations program.
	  3. 	 Completion of the professional education core. See 14.123(3) and 14.123(4).
	  4. 	 Content:
	  ● 	 Organization and administration of school nurse services including the appraisal of the health needs of children and youth.
	  ● 	 School-community relationships and resources/coordination of school and community resources to serve the health needs of children and youth.
	  ● 	 Knowledge and understanding of the health needs of exceptional children.
	  ● 	 Health education.
	 (3) 	 Other. Hold a license as a registered nurse issued by the Iowa board of nursing.
Note:  Although the school nurse endorsement does not authorize general classroom teaching, it does authorize the holder to teach health at all grade levels.
	  b.   	 Requirements for a statement of professional recognition (SPR) for school nurses. If a person has passed the registered nurses examination and is licensed by the Iowa board of nursing, the person may obtain a statement of professional recognition (SPR) from the board of educational examiners.
	 (1) 	 An applicant will be issued an SPR if the applicant:
	  1. 	 Has passed the registered nurses examination, is licensed by the Iowa board of nursing and has a baccalaureate degree.
	  2. 	 While employed by an accredited K-12 school district, maintains licensure with the Iowa board of nursing.
	 (2) 	 Renewal requirements for the SPR are as follows:
	  1. 	 The applicant must apply for renewal every five years.
	  2. 	 The applicant must maintain continual licensure with the Iowa board of nursing.
	  3. 	 The applicant must complete continuing education as required by the Iowa board of nursing.
	 (3) 	 The school nurse SPR shall be valid for five years.
	 (4) 	 All fees are nonrefundable. The fee for issuance of the SPR certificate shall be the same as for a standard license.
	 (5) 	 The holder of an SPR is authorized to promote the health and safety of the students in an accredited school district, including providing medical treatment as allowed under the authority granted by virtue of holding a license from the Iowa board of nursing.
	 (6) 	 A school district may require an SPR, but the board of educational examiners does not require an SPR for nurses working in a school district.
	 14.140(12) 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 14.123(3) and 14.123(4).
	 (4) 	 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 14.123(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.
	 (5) 	 Student teaching experiences with two different age levels, one before kindergarten and one from kindergarten through grade three.
	 14.140(13) Talented and gifted teacher-coordinator.
	  a.   	 Authorization. The holder of this endorsement is authorized to serve as a teacher or a coordinator of programs for the talented and gifted from the prekindergarten level through grade twelve. This authorization does not permit general classroom teaching at any level except that level or area for which the holder is eligible or holds the specific endorsement.
	  b.   	 Program requirements—content. Completion of 12 undergraduate or graduate semester hours of coursework in the area of the talented and gifted to include the following:
	 (1) 	 Psychology of the gifted.
	 (2) 	 Programming for the gifted.
	 (3) 	 Administration and supervision of gifted programs.
	 (4) 	 Practicum experience in gifted programs.
Note:  Teachers in specific subject areas will not be required to hold this endorsement if they teach gifted students in their respective endorsement areas.
Practitioners licensed and employed after August 31, 1995, and assigned as teachers or coordinators in programs for the talented and gifted will be required to hold this endorsement.
	 14.140(14) American Sign Language endorsement.
	  a.   	 Authorization. The holder of this endorsement is authorized to teach American Sign Language in kindergarten and grades one through twelve.
	  b.   	 Program requirements.
	 (1) 	 Degree—baccalaureate.
	 (2) 	 Completion of an approved human relations program.
	 (3) 	 Completion of the professional education core.
	 (4) 	 Content. Completion of 18 semester hours of coursework in American Sign Language to include the following:
	  1. 	 Second language acquisition.
	  2. 	 Sociology of the deaf community.
	  3. 	 Linguistic structure of American Sign Language.
	  4. 	 Language teaching methodology specific to American Sign Language.
	  5. 	 Teaching the culture of deaf people.
	  6. 	 Assessment of students in an American Sign Language program.
	  c.   	 Other. Be the holder of or be eligible for one other teaching endorsement listed in rule 14.140(272) or 14.141(272).
	 14.140(15) Middle school endorsement.
	  a.   	 Authorization. The holder of this endorsement is authorized to teach in the two concentration areas in which the specific requirements have been completed as well as in other subject areas in grades five through eight which are not the core content areas. The holder is not authorized to teach art, industrial arts, music, reading, physical education and special education.
	  b.   	 Program requirements.
	 (1) 	 Be the holder of a currently valid Iowa teacher’s license with either the general elementary endorsement or one of the subject matter secondary level endorsements set out in rule 14.141(272C), or 282—subrules 16.1(1) to 16.1(3).
	 (2) 	 A minimum of nine semester hours of required coursework in the following:
	  1. 	 Coursework in the growth and development of the middle school age child, specifically addressing the social, emotional, physical and cognitive characteristics and needs of middle school age children in addition to related studies completed as part of the professional education core in 14.123(4).
	  2. 	 Coursework in middle school design, curriculum, instruction, and assessment including, but not limited to, interdisciplinary instruction, teaming, and differentiated instruction in addition to related studies completed as part of the professional education core in 14.123(4).
	  3. 	 Coursework to prepare middle school teachers in literacy (reading, writing, listening and speaking) strategies for students in grades five through eight and in methods to include these strategies throughout the curriculum.
	  4. 	 Thirty hours of middle school field experiences included in the coursework requirements listed in 14.140(15)“b”(2)“1” to “3.”
	  c.   	 Concentration areas. To obtain this endorsement, the applicant must complete the coursework requirements in two of the following content areas:
	 (1) 	 Social studies concentration. The social studies concentration requires 12 semester hours of coursework in social studies to include coursework in United States history, world history, government and geography.
	 (2) 	 Mathematics concentration. The mathematics concentration requires 12 semester hours in mathematics to include coursework in algebra.
	 (3) 	 Science concentration. The science concentration requires 12 semester hours in science to include coursework in life science, earth science, and physical science.
	 (4) 	 Language arts concentration. The language arts concentration requires 12 semester hours in language arts to include coursework in composition, language usage, speech, young adult literature, and literature across cultures.
	 14.140(16) 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.
	 (2) 	 Completion of an approved human relations program.
	 (3) 	 Completion of the professional education core. See 14.123(3) and 14.123(4).
	  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:
	  ● 	 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.
	  ● 	 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.
	  ● 	 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.
	  ● 	 Develop adaptations and accommodations for infants, toddlers, preprimary, and primary children to meet their individual needs.
6. 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 aged 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.