Education

As an education major at Dordt, you will be prepared to teach confidently and skillfully. Your education will be broader than just classes; you’ll also get hands-on experience working in local schools and programs. Dordt education graduates are highly sought-after in the teaching world; principals and administrators tell us that they put Dordt graduate resumes at the top of the pile.

At Dordt, you’ll learn to teach from a biblical perspective. In a world where culture is constantly changing and challenging your faith, you’ll learn the fundamentals that will help you remain true to your faith and adapt and stay relevant in the classroom.

To learn more, you can also view the program strengths and learning outcomes for this program.

Dordt’s education program is approved by the Iowa Department of Education. Graduates are eligible for Iowa licensure, which is highly respected and has reciprocity in many states and provinces. Our program will prepare you to teach confidently and skillfully, from a biblical perspective that you can take with you into your career.

Minors

• Art (E) (S)
• Early Childhood (E)
• English/Language Arts (E) (S)
• French (E) (S)
• Health (E) (S)
• Mathematics (E) (S)
• Middle School (E) (S)
• Music (E)
• Physical Education (E) (S)
• Reading (E)
• Science (E)
• Social Studies (E)
• Spanish (E) (S)
• Special Education (E) (S)
• Speech Communication/Theatre (E) (S)
• STEM (E) (S)
• ESL (E) (S)

Majors

• Agriculture (S)
• American & World History (S)
• Art (E) (S)
• Biology (S)
• Business- All (S)
• Chemistry (S)
• Choral Music Education (S)
• Choral/Instrumental Music Education (S)
• English/Language Arts (E) (S)
• Engineering (S)
• Engineering Science (S)
• French (E) (S)
• History-World (S)
• Industrial technology (S)
• Instrumental Music Education (S)
• Mathematics (E) (S) and Mathematics/Computer Science (S)
• Physical Education (E) (S)
• Physics (S)
• Social Science (S)
• Spanish (E) (S)
• Special Education (E) (S)
• World History (S)

Minors

• American Government (S)
• Art (E) (S)
• Bible (S) - no state endorsement
• Biology (S)
• Chemistry (S)
• Health (E) (S)
• History-World (S)
• Middle School (E) (S)
• Physical Education (E) (S)
• Physics (S)
• Spanish (E) (S)
• Special Education (E) (S)
• Speech Communication/Theatre (E) (S)
• STEM (E) (S)
• ESL (E) (S)
• World History (S)

Admission to the Program

Application for admission to the Teacher Preparation Program is required. Application is completed through the Office of the Director of Teacher Preparation. The standards for admission to the program are described in the Teacher Preparation Program Handbook. Completed applications are evaluated by the education department and approved by the Teacher Preparation Committee.

The Teacher Preparation Committee takes the following formal actions:

• Admits applicants who have met all the criteria for admission.
• Conditionally admits applicants whose deficiencies can be remediated.
• Rejects applicants who do not meet the standards for admission. If denied admission, a student may reapply for admission after one semester by contacting the Director of Teacher Preparation. Generally, acceptance into the Teacher Preparation Program must precede approval for the professional year, including student teaching, by at least one semester. Each applicant is informed in writing of the decision of the Teacher Preparation Committee regarding admission to the program.

The following are the criteria for admission to the Teacher Preparation Program:

• Indicate to the Director of Teacher Preparation intention to apply to the Teacher Preparation Program.
• Demonstrate competency in English and mathematics: a score of 20 or higher on the English portion of the ACT or earn a grade of B- or higher in CORE 120 or equivalent course; a score of 20 or higher on the mathematics portion of the ACT or earn a grade of B- or higher in all mathematics/statistics courses.
• Earn a cumulative GPA of 2.50 or above.
• Earn a GPA of 2.50 or above in each endorsement area.
• Earn a grade of C+ or higher in all level one education courses.
• Complete level one courses with key competencies met as indicated in the Teacher Preparation Candidate Assessment Plan.
• Demonstrate acceptable professional dispositions based on a dispositions for teaching interview with the education department along with recommendations from student services and the education department.
• For secondary and K-12 content majors, a recommendation from the respective content area department.
• Satisfy professional portfolio requirements at level one.
• Submit a current résumé to the candidate’s education department advisor.

Approval for the Professional Year and for Student Teaching

Student teaching is required of all students preparing for licensure. To receive graduation credit and a recommendation for licensure, student teaching must be completed at Dordt University. Application for approval for student teaching is required. Application forms are distributed or may be obtained from the Director of Teacher Preparation. The criteria for approval for student teaching are described in the Teacher Preparation Program Handbook. Completed applications are evaluated by the education department and approved by the Teacher Preparation Committee. Each applicant is informed in writing of the decision of the Teacher Preparation Committee regarding approval for student teaching.

The following are the criteria for approval for student teaching:

• Submit an application for student teaching.
• Earn a cumulative GPA of 2.60 or above.
• Earn a GPA of 2.60 or above in each endorsement area.
• Gain acceptance into the Teacher Preparation Program at least one semester prior to student teaching.
• Successfully complete level two courses with competencies as indicated in the Teacher Preparation Candidate Assessment Plan.
• Earn a grade of C+ or higher in all level two education courses.
• Demonstrate acceptable professional dispositions based on a dispositions for teaching interview with the education department along with recommendations from student services and the education department.
• For secondary and K-12 content majors, a recommendation from the respective content area department.
• Satisfy professional portfolio requirements at level two.
• Submit a current résumé to the candidate’s education department advisor.

Each Teacher preparation candidate will take some general class and choose classes from one of four major emphases.

Core Classes

• Introduction to Education: Designed to introduce students to the domain of education and to induct them into an initial understanding of teaching and the teaching profession. Emphasis is on the development of a distinctively Christian approach to education. Education 101 is a prerequisite to all other education courses.
• Educational Psychology: This course introduces you to the fields of educational psychology and developmental psychology as they help us figure out the teaching and learning environment. This course studies the growth and maturation of children and adolescents, including examination of physical development and activity, cognitive, social, emotional, and spiritual development. We will also look at different roles teachers play such as teacher-as-researcher, teacher-as-observer, and teacher-as-facilitator. This course introduces you to developmental theories and learning theories that impact PreK-12 education today.
• Learner Differences: Examination of individual differences and diverse cultures and communities-ethnicities, SES, immigrant, cognitive (SPED and TAG), gender, learning profiles, as well as English language learners. Focus on designing inclusive learning environments to meet high standards.
• Learning Environments: Focus on designing and implementing developmentally appropriate and challenging learning experiences. Creating individual and collaborative learning environments including competency-based, cooperative learning, technology-supported, experiential, and other environments.
• Service Learning-Tutoring: A 25-hour field-based experience to be taken concurrently with Education 201 or 203 in which candidates tutor assigned K-12 students. Graded on a pass/no record basis.
• History and Philosophy of Education: This course examines how our societal perspectives and personal core beliefs affect the ways we “do school,” see students, plan teaching and learning, and make curriculum. Students will draw on a variety of resources – those from the tradition of Reformed, Christian education, some more broadly Christian, and those from outside faith-based education thought, to construct a statement describing their own educational philosophy. While this course meets a requirement in the Teacher Preparation Program, it does not assume a background in teacher preparation. Students from outside teacher preparation are welcome.
• Service Learning Field Experience: A field experience, designed to be taken in conjunction with Education 335/336/337 during the student’s senior year. Students assist in classrooms for a total of 60 hours. Experiences gained in the field are addressed in the concurrent education courses.
• PDS Internship: A 240-hour field experience designed to develop your content expertise, pedagogical skillset, and teaching dispositions. You will have the opportunity to apply the teaching and learning strategies examined in the methods courses taken concurrently with Education 369. The course includes reflective observation and practice in P-12 classrooms. Participants will observe classroom instruction by qualified teachers as well as co-plan and co-teach lessons to gain the practical experience necessary to reflect, evaluate and improve upon their teaching effectiveness.
• Senior Seminar I: Education 381 is scheduled in the fall semester prior to the student teaching internship. Emphasis is on developing professional skills including communication with the home and colleagues, motivation techniques, effective classroom management, and understanding legal and ethical issues applicable to the teaching profession. Graded on a pass/fail basis.
• Senior Seminar II: Education 382 is scheduled in the semester concurrent with the teaching internship. Emphasis is on developing a coherent biblical philosophy of education, appropriate motivation techniques, effective classroom management, and understanding legal and ethical issues applicable to the teaching profession. Graded on a pass/fail basics.

Elementary Subject Area Sequence Emphases

• Planning, Instruction, and Assessment in Elementary Schools: Spring This course introduces students to an understanding of instructional theory at the elementary school level. Focus is on the planning process and the integral role of instruction and assessment. Emphasis is on the development of a distinctively Christian approach to teaching and learning. Various perspectives on the instructional process are critically examined.
• Content Area Literacy: The emphasis of this course is on using instructional strategies in the various content subjects to developing reading, writing, and studying skills to benefit all learners in today’s diverse society. As children progress from elementary to middle and high school levels, much of their learning depends on how well they are able to read in the various subject areas. Responsibilities of the Christian educator in helping students develop their potential in reading in content areas will be addressed.
• Applied Educational Psychology for Elementary Teachers: Examines the unique emotional, physical, intellectual, social and spiritual development of elementary students. Emphasis on developing a biblical view of the student through developmentally appropriate differentiation. Significant focus on the development of positive learning environments utilizing appropriate motivation and classroom management strategies.
• Applied Educational Psychology for Middle School Teachers: Examines the unique emotional, physical, intellectual, social and spiritual development of early to mid-adolescence. Emphasis on developing a biblical view of the student through developmentally appropriate differentiation. Significant focus on the development of positive learning environments utilizing appropriate motivation and classroom management strategies.
• Introductory Statistics: An introductory course in statistical techniques and methods and their application to a variety of fields. Topics include data analysis, design of experiments, and statistical inference including confidence intervals and hypothesis testing. Exposure to statistical software and a substantive student project are also part of this course.

Vertical Sequence Emphases

• Planning, Instruction, and Assessment in Elementary Schools: Spring This course introduces students to an understanding of instructional theory at the elementary school level. Focus is on the planning process and the integral role of instruction and assessment. Emphasis is on the development of a distinctively Christian approach to teaching and learning. Various perspectives on the instructional process are critically examined.
• Planning, Instruction, and Assessment in Secondary Schools: This course introduces students to an understanding of instructional theory at the high school level. Focus is on the planning process and the integral role of instruction and assessment. Emphasis is on the development of a distinctively Christian approach to teaching and learning. Various perspectives on the instructional process are critically examined.
• Planning, Instruction, and Assessment in Middle Schools: This course introduces students to an understanding of instructional theory at the middle school level. Focus is on the planning process and the integral role of instruction and assessment. Emphasis is on the development of a distinctively Christian approach to teaching and learning. Various perspectives on the instructional process are critically examined.
• Content Area Literacy: The emphasis of this course is on using instructional strategies in the various content subjects to developing reading, writing, and studying skills to benefit all learners in today’s diverse society. As children progress from elementary to middle and high school levels, much of their learning depends on how well they are able to read in the various subject areas. Responsibilities of the Christian educator in helping students develop their potential in reading in content areas will be addressed.
• Applied Educational Psychology for Middle School Teachers: Examines the unique emotional, physical, intellectual, social and spiritual development of early to mid-adolescence. Emphasis on developing a biblical view of the student through developmentally appropriate differentiation. Significant focus on the development of positive learning environments utilizing appropriate motivation and classroom management strategies.
• Introductory Statistics: An introductory course in statistical techniques and methods and their application to a variety of fields. Topics include data analysis, design of experiments, and statistical inference including confidence intervals and hypothesis testing. Exposure to statistical software and a substantive student project are also part of this course.

See the course catalog for more information.

Education facilities in the Ribbens Academic Complex include:

• Three model classrooms for language arts, math, and social studies.
• Model science and computer labs.
• Classrooms with moveable furniture, allowing for multiple configurations for teaching and learning.
• State-of-the-art technology, including interactive Smart Boards, document cameras, advanced lighting options, and presentation equipment as well as other equipment used in today's classrooms.
• A lounge area for informal learning.
• A teacher workroom furnished with state-of-the-art technology, equipment, and supplies needed for pre-service teachers and professors.