Online Master in Arts in Teaching (Iowa) Certification: School of Graduate Education

Teaching children during their formative years of adolescence is a challenge that can be personally and financially rewarding. In this profession you will serve as both mentor and coach—imparting academic knowledge and helping to shape students' views of their own self-worth and their roles in the world around them. If you are ready to experience the tremendous satisfaction that comes from preparing adolescents for the future, the Master of Arts in Teaching program at Kaplan University is designed to help you develop the necessary professional competencies to teach grades 5 through 12.

The Iowa certification track is designed for professionals either living in the state of Iowa or in close enough proximity to be able to conduct weekly field experiences in an Iowa school. Candidates who successfully complete all program and graduation requirements will be recommended for Iowa licensure.*

| Curriculum | Tuition and Fees

Program Highlights

This teacher certification program is based on national professional standards for beginning teachers. Through a unique combination of online coursework and practical teaching experience, you will have an opportunity to:

Explore the reflective decision-maker model and other research-based theories of learning with an emphasis on student diversity
Evaluate current issues in educational psychology and philosophical viewpoints that can affect teaching priorities and strategies
Develop skills for effective teaching, including designing curricula, organizing and managing a classroom, building literacy, and assessing secondary student learning
Complete a methods course to develop teaching proficiency in one of the following content areas: math, science, English, foreign language, visual and performing arts, or social studies

Real-World Teaching Experience

If you enroll in the Iowa certification track, you have the option of completing student teaching as the program's culminating experience or, if eligible, a year-long internship after the second term.† Student teachers will progress from observing classroom dynamics to leading small-group instruction to assuming full responsibility for the classroom. Both student teachers and interns will have many opportunities to interact with professional mentors, supervisors, and colleagues as they refine their philosophy of education and develop proficiency in teaching.

Prepare for Licensure

In Iowa, in order to meet the licensing requirements to teach grades 5 through 12, candidates must successfully complete the Master of Arts in Teaching coursework, 100 hours of fieldwork, a portfolio, and either a supervised student teaching or internship experience.

What are the Career Opportunities?

In Iowa, secondary teaching job prospects are expected to be favorable as an increased percentage of teachers become eligible for retirement. In addition, fields like math and science in urban and rural schools often have fewer applicants.^‡ Kaplan University’s Master of Arts in Teaching—Iowa Certification track is designed to help qualify you to work as an Iowa teacher in public secondary schools (grades 5 through 12).^§ Upon successful completion of the program, you could be eligible to pursue further doctorate-level studies.^#

Curriculum for the Master of Arts in Teaching—Iowa Certification

Total Program Requirements	54 Total Program Requirements

Core Requirements
Total Program Requirements

You Could Save Time and Money on Your Kaplan University Degree

Credit for Prior Learning

If you already earned course credits at another institution, you may qualify for transfer credit that can be applied toward your program requirements at Kaplan University. Qualifying transfer credit may reduce your total costs for graduate programs. Refer to the University Catalog for our transfer of credit policy.

Students in the Military

Kaplan University is proud to support our military and veterans in their educational pursuits by offering significantly reduced tuition. Undergraduate program tuition is reduced up to 55 percent for active-duty servicemembers and up to 38 percent for veterans. In addition, Kaplan University participates in the Yellow Ribbon program for all of our graduate programs, and both active-duty servicemembers and veterans are eligible for special tuition rates for these programs. A 10 percent tuition reduction is also available to spouses of active-duty servicemembers. For more information, call 866.583.4412 (Toll Free) to speak to a military Admissions Advisor or visit the Kaplan University military site.

Tuition and Fees

Cost per credit hour	$385.00
Total program requirements Master of Arts in Teaching—Iowa Certification	54
Total cost of tuition	$20,790.00
This program requires a $100 technology fee per term. A nonrefundable application fee, depending on your program and as described in the Tuition and Fees Supplement, may be required at the time of enrollment. We encourage you to explore the availability of financial aid and scholarships. For more information, contact an Admissions Advisor.

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*Kaplan University cannot recommend students outside of the state of Iowa for licensure. Graduates who successfully complete all the requirements of the Iowa certification program will be recommended for licensure; however, Kaplan University cannot guarantee a graduate will receive a teaching license.
^†The teacher internship required to complete the Iowa certification track must be conducted in Iowa. Finding and obtaining an internship is the responsibility of the student. Contact us for more information.
^‡Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2010-11 Edition, Teachers-Preschool, Kindergarten, Elementary, Middle, and Secondary, http://www.bls.gov/oco/ocos318.htm (accessed April, 2011). National long-term projections may not reflect local and/or short-term economic or job conditions, and do not guarantee actual job growth.
^§Kaplan University's programs are designed to prepare graduates to pursue employment in their field of study, or in related fields. However, the University does not guarantee that graduates will be placed in any particular job, eligible for job advancement opportunities, or employed at all. Additional training or certification may be required.
^#While many of Kaplan University's degree programs are designed to prepare graduates to pursue continued bachelor-, graduate- or doctorate-level education, the University cannot guarantee that students will be granted admission to any programs.

Course #	Course Title	Credits
ED 503	EDUCATIONAL PSYCHOLOGY	4 EDUCATIONAL PSYCHOLOGY This course introduces students to prominent research-based theories of learning and examines the impact of these theories on students, learning and motivation, teaching, and assessment. Students critically evaluate opposing sides of current issues in educational psychology and articulate and defend personal positions on these issues.
ED 511	TEACHING METHODS THROUGH DIFFERENTIATED INSTRUCTION	4 TEACHING METHODS THROUGH DIFFERENTIATED INSTRUCTION This course explores major middle and secondary school issues, providing prospective teachers with the opportunity to reflect upon and develop their own practical vision of building a classroom environment that effectively promotes student learning. Focus is placed on a variety of instructional strategies, principles, and best practices for helping students learn in secondary school settings.
ED 513	CHILD AND ADOLESCENT DEVELOPMENT	4 CHILD AND ADOLESCENT DEVELOPMENT This course focuses on the developing child from conception through adolescence from the perspective of the hereditary and environmental influences that affect growth and development. Topics include the study of the physical, intellectual, and sociocultural variables that can affect the child's behavior, with an emphasis on how this information can be useful to teachers and parents.
ED 521	READING IN THE CONTENT AREAS	4 READING IN THE CONTENT AREAS This course, grounded in the theoretical bases of balanced literacy and constructivist learning, focuses on building prospective teachers' competence in the processes of planning, implementing, and evaluating content-area literacy learning for secondary students.
ED 523	RESEARCH ON EFFECTIVE TEACHING	4 RESEARCH ON EFFECTIVE TEACHING This course acquaints degree candidates with the broad body of research on effective teaching, with an emphasis on the practical applications of the research findings to candidates' own classroom instruction.
ED 531	SECONDARY STUDENT ASSESSMENT	4 SECONDARY STUDENT ASSESSMENT This course examines best practices of assessing secondary student learning, with particular emphasis on the relationship between assessment procedures, instruction, and student achievement. Topics include the use of both formal and informal assessments, norm-referenced and criterion-referenced assessments, formative and summative assessments, and methods of using assessment data to improve instruction and student achievement.
ED 533	PERSPECTIVES ON DIVERSITY	4 PERSPECTIVES ON DIVERSITY This course explores the various issues of student diversity, and challenges degree candidates to examine and define their own educational experiences with regard to culture and ethnicity, socioeconomic class, race, gender, religion, language, learning style, and exceptionality. Particular emphasis will be placed on the practical implications of diversity issues in classroom practice.
ED 543	EDUCATION AND PSYCHOLOGY OF EXCEPTIONAL CHILDREN	4 EDUCATION AND PSYCHOLOGY OF EXCEPTIONAL CHILDREN This course acquaints candidates with a range of learning, emotional, and physical disabilities, the history of attitudes toward those disabilities, and the federal mandates governing disabilities. Social issues related to student disability will also be explored. Additionally, the course focuses on preparing prospective teachers to plan and deliver appropriate instruction for all students in diverse and inclusive classroom settings.
ED 553	HISTORY AND PHILOSOPHY OF EDUCATION	4 HISTORY AND PHILOSOPHY OF EDUCATION This course introduces philosophical viewpoints that can affect new teachers' priorities and strategy choices in their practice. This course will also provide a historical perspective of how public education has become a democratic right in the United States. Candidates will compare and contrast philosophical theories that have driven pedagogy over the past two centuries. Candidates will also evaluate current research in their quest to develop as reflective and creative practitioners in the twenty-first century classroom.
ED 581	SECONDARY CLASSROOM MANAGEMENT	4 SECONDARY CLASSROOM MANAGEMENT This course focuses on training teachers to organize their classroom to maximize the amount of time students are actively engaged in learning. The foundation of the course uses classroom-management strategies developed by leading educators, including Harry K. and Rosemary Wong. Students will go through online instruction and in-depth reflection, and will demonstrate mastery of course material by designing a personal classroom management action plan that will be easily implemented in their classroom.
ED 596	STUDENT TEACHING/INTERNSHIP I	5 STUDENT TEACHING/INTERNSHIP I The Student Teaching/Internship I course is the first part of the capstone experience for Master of Arts in Teaching teacher candidates. This extended field experience provides a laboratory in which candidates test theories they have studied, discover the strategies and styles that work best for them and their students, and practice reflective decision making. During this experience, candidates begin to develop their skills in the nine Master of Arts in Teaching program competencies and engage regularly in professional discussion of their practice with their field supervisor, school mentor or cooperating teacher, classmates, and Iowa field instructor. They also participate in teachers' meetings, work with a variety of school staff members, and communicate with parents and caregivers.
ED 597	STUDENT TEACHING/INTERNSHIP II	5 STUDENT TEACHING/INTERNSHIP II The Student Teaching/Internship II course is an extension to the final capstone experience for Master of Arts in Teaching teacher candidates. This extended field experience provides a laboratory in which candidates test theories they have studied, discover the strategies and styles that work best for them and their students, and practice reflective decision making. During this experience, candidates engage regularly in reflective professional discussion of their practice with field supervisors, cooperating teachers or school mentors, instructors, and colleagues, refining their philosophy of education and demonstrating the knowledge, dispositions, and professional performance that indicate proficiency in all nine program competencies.
Choose one that matches your area of certification:
ED 541	METHODS OF TEACHING SECONDARY ENGLISH LANGUAGE ARTS	4 METHODS OF TEACHING SECONDARY ENGLISH LANGUAGE ARTS This course focuses on methods of teaching the English language arts, including oral language, writing, reading, and literature. Candidates will learn how to design instructional units and assess students' growth in literacy. Candidates will also learn about content standards, effective instructional practices, and research-based assessment strategies in the field.
ED 551	METHODS OF TEACHING SECONDARY MATHEMATICS	4 METHODS OF TEACHING SECONDARY MATHEMATICS This course begins with an examination of mathematics education from a historical perspective and moves into current ideas on effective math teaching and learning aligned to national and state standards. Candidates will gain experience in lesson planning and will learn about assessment techniques and teaching styles to accommodate students with different learning styles. Embedded in the course is an in-depth look at the inclusion of technology in the classroom and technology resources for teaching mathematics. Finally, candidates will discuss the process involved in becoming an effective mathematics educator.
ED 561	METHODS OF TEACHING SECONDARY SCIENCE	4 METHODS OF TEACHING SECONDARY SCIENCE This course surveys a broad range of concepts related to teaching various scientific disciplines (e.g., biology, chemistry, physics) to diverse learners. The course emphasizes a standards approach that illuminates the connections among the various bodies of knowledge in natural science and phenomena in the real world.
ED 571	METHODS OF TEACHING SECONDARY SOCIAL STUDIES	4 METHODS OF TEACHING SECONDARY SOCIAL STUDIES This course examines the content knowledge, skills, and resource needs of diverse learners to equip prospective teachers for development as reflective, creative practitioners who craft their own "best practices" through the analysis and synthesis of established theories and approaches to teaching the social studies. The core disciplines of the social studies are history, geography, psychology, sociology, anthropology, economics, and political science. The course explores these through current educational research, national standards, state initiatives, and the necessary inclusion of community concerns.
ED 586	METHODS OF TEACHING A FOREIGN LANGUAGE	4 METHODS OF TEACHING A FOREIGN LANGUAGE This course focuses on principles, concrete strategies, practical instruction, and assessment applications of foreign language pedagogy and andragogy. The course will guide foreign language teachers through the theoretical and research-based foundations of language acquisition. Teachers will be empowered to translate some of these theoretical principles into classroom practice. The course will highlight the teacher’s role as facilitator and enable teachers to harness technology so that language instruction can be presented as authentic, functional communication that fully engages students.
ED 591	METHODS OF TEACHING VISUAL AND PERFORMING ARTS	4 METHODS OF TEACHING VISUAL AND PERFORMING ARTS This course will focus on theories, methods, and practices in visual and performing arts education through the use of seminars, discussions, readings, web field trips, and media. Activities and projects in the course will be customized to meet the specific demands of teachers and their specialty areas. Differentiating instruction, cooperative learning, collaboration with peers, and authentic assessment activities will be embedded in the learning activities in this class.

Master of Arts in Teaching-Iowa Certification

School of Graduate Education