Mr. John Jimo, chair, Miss Susan Henderson, Mrs. Sarah Poling, Mrs. Sue Weigert, Mrs. Lisa Beatty, Mr. Keith Leverentz, Mrs. Jenna Mathew, Mrs. Shawn Ruiz, Mrs. Kathy Van Dine
The Teacher Education Department of Emmaus Bible College offers two programs of study in elementary education and two in music education and is approved by the Iowa Department of Education to offer five teaching endorsement programs.
The Emmaus Bible College teacher education program is accredited by the State of Iowa and the teacher education department holds memberships in the Iowa Association of Colleges for Teacher Education (IACTE) and in the Association of Christian Schools International (ACSI).
The mission of the Teacher Education Department of Emmaus Bible College is to produce teachers with a Christian worldview, who are innovative and sound in their professional practice, and who practice service to others as a lifestyle.
"Come Grow with Us!" and "Growing innovative and professional educators who consistently serve others in their learning communities."
Our teacher education graduates pursue careers as K-6 classroom teachers in national and international public and private schools, K-12 music specialists, K-8 reading specialists, K-6 special education teachers, curriculum specialists and K-12 Bible teachers in Christian schools, and program directors and outdoor educators at youth camps.
The Emmaus Bible College teacher education program outcomes are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards developed by the Council of Chief State School Officers and member states (www.ccsso.org) and are aligned with the State of Iowa's standards for initial teacher licensure (www.state.ia.us/boee.html).
1) Subject Matter Expertise — The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that makes these aspects of subject matter meaningful for students.
2) Learning and Development (Age-Appropriate Learning and Holistic Development) — The teacher candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
3) Diverse Learners (Differentiated Instruction) — The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4) Multiple Instructional Strategies (Higher-Level Thinking) — The teacher candidate understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
5) Motivation and Classroom Management — The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6) Communication Skills and Technology Related to Instruction — The teacher candidate uses knowledge of effective verbal, nonverbal, and media communication techniques related to instruction to foster active inquiry, collaboration, and supportive interaction in the classroom.
7) Instructional Planning — The teacher candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
8) Assessment — The teacher candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9) Professional Commitment and Responsibility — The teacher candidate is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
10) Partnership — The teacher candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
Introduction to Education (ED 106) Introduction to Exceptionalities (ED 231) Field Studies (ED 194, ED 195, ED 295) Teaching Diverse Learners (ED 311) Practicum 1 (ED 395 or ED 396) Curriculum, Instruction, and Assessment in Social Studies (ED 435) Principles of Management and Assessment (ED 470) Practicum 2 (ED 495) Student Teaching (ED 490-497) Child Development (PSY 254) or Developmental Psychology (PSY 260) Educational Psychology (PSY 351)
Teacher candidates are required to electronically submit program-required assessments to their e-portfolio for self-reflection and faculty evaluation (see Candidate Assessment Plan and Program Standardized Rubrics in Program handbook and syllabi). These performance assessments are designed to evaluate each candidate's professional knowledge, skills, and dispositions at various levels in the program and to inform decisions regarding program continuation, completion, and initial licensure recommendation to the Iowa BOEE. Candidates will create an additional "professional portfolio" utilizing self-selected artifacts and reflective rationale statements to demonstrate the requisite professional knowledge, skills, and dispositions for initial licensure, to prepare for the job search process, and to experience documenting an educator's professional development. Aggregated data from selected candidate performance assessments are utilized to observe trends for program assessment.
2570 Asbury RoadDubuque, IA 52001Phone: email@example.com