Secondary Education, B.A.

Kate McCarthy-Gilmore, Ph.D., Associate Dean

The Loras College Teacher Education Program is accredited by the State of Iowa and holds membership in the Iowa Association of Colleges of Teacher Education. 

The Teacher Education Program prepares its students to become Reflective Teacher Advocates. The formation of Reflective Teacher Advocates is shaped by our commitment to developing four essential competencies in our teacher candidates: deep content knowledge, diverse instructional practices, everyday advocacy, and reflective action. Learning to develop and apply these four competencies occurs in the college classroom and through professional clinical experiences in our partner schools. 

The four essential competencies of the Reflective Teacher Advocate are aligned with ten program and student learning outcomes that define in more detail the skills of a teacher candidate in the Teacher Education Program. These outcomes are described in the ten Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions for Teachers. The Model Core Teaching Standards “outline what teachers should know and be able to do to ensure every PK-12 student reaches the goal of being ready to enter college or the workforce in today’s world.”
 

Students seeking licensure at the secondary level must also complete an academic major outside of Education in one of the following approved content areas:

• Biology, B.S.  
• Chemistry, B.S.  
• English, B.A., Writing  
• English, B.A., Literature  
• History, B.A.  
• Mathematics, B.S.  
• Music Education, B.A.  
• Psychology, B.A.  
• Sociology, B.A.  
• Spanish, B.A.  

Student Learning Outcomes

1. InTASC Standard 1: Learner Development (The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.)
2. InTASC Standard 2: Learning Differences (The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments.)
3. InTASC Standard 3: Learning Environments (The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.)
4. InTASC Standard 4: Content Knowledge (The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.)
5. InTASC Standard 5: Applications of Content (The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.)
6. InTASC Standard 6: Assessment (The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.)
7. InTASC Standard 7: Planning for Instruction (The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.)
8. InTASC Standard 8: Instructional Strategies (The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.)
9. InTASC Standard 9: Professional Learning and Ethical Practice (The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.)
10. InTASC Standard 10: Collaboration (The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.)