Master of Arts in Teaching—Iowa Certification

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 living in the state of Iowa or close enough 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.*

Master of Arts in Teaching 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: business or science

Students taking ED581 Secondary Classroom Management are given access to Dr. Harry Wong’s popular Classroom Management eLearning course, as well as his bundle of materials that includes a binder of activities and his text, The First Days of School. Dr. Harry Wong is known as the expert in classroom management for K-12 education. After students successfully complete Dr. Wong’s eLearning, students will receive a classroom management certificate from Dr. Wong.

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Real-World Teaching Experience

If you enroll in the Iowa certification track, you will complete a student teaching experience as the program's culminating experience. Student teachers will progress from observing classroom dynamics to leading small-group instruction to assuming full responsibility for the classroom. In addition, student teachers will have many opportunities to interact with professional mentors, supervisors, and colleagues as they refine their philosophy of education and develop proficiency in teaching.

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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 a supervised student teaching experience.

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Higher Education at the Highest Standards

Kaplan University is accredited by The Higher Learning Commission (HLC) and committed to the highest standards. Our specific programs hold additional industry-relevant approvals and accreditations.

What are the Career Opportunities?

The Bureau of Labor Statistics predicts that the increases in enrollment may result in job growth for kindergarten, elementary, and high school teachers through 2024.†‡ 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.

How Do I Get Started?

Kaplan University offers multiple start dates, giving you greater flexibility with your education, life, and work schedules.

11

Oct

Online Start Date

October 11, 2017

29

Nov

Online Start Date

November 29, 2017

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Jan

Online Start Date

January 17, 2018

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Mar

Online Start Date

March 07, 2018

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Apr

Online Start Date

April 18, 2018

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Jun

Online Start Date

June 06, 2018

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Jul

Online Start Date

July 18, 2018

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Sep

Online Start Date

September 05, 2018

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Oct

Online Start Date

October 17, 2018

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Dec

Online Start Date

December 05, 2018

Curriculum: All Tracks

  • Core

    Total Core Credits: 54

    Total Program Credits: 54

    • ED 503: EDUCATIONAL PSYCHOLOGY Change

      This course introduces you to prominent research-based theories of learning and examines the impact of these theories on students, learning and motivation, teaching, and assessment. You will critically evaluate opposing sides of current issues in educational psychology and articulate and defend personal positions on these issues.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 511: TEACHING METHODS THROUGH DIFFERENTIATED INSTRUCTION Change

      This course explores major middle and secondary school issues, providing you with the opportunity to reflect upon and develop your 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.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 513: CHILD AND ADOLESCENT DEVELOPMENT Change

      This course examines the course of normal child and adolescent development. Emphasis is placed on strategies for applying development theory to classroom management and educational practice, and understanding how development influences academic achievement. You will learn how to apply knowledge of child and adolescent development to your teaching practice as a way to identify various student behaviors and create classroom management strategies that address those behaviors.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 521: READING IN THE CONTENT AREAS Change

      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. You will use a standards-based approach in crafting strategies to increase reading comprehension in different content areas. Topics covered include using writing to improve reading, teaching diverse students, and using technology in reading instruction.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 523: RESEARCH ON EFFECTIVE TEACHING Change

      This course acquaints you with the broad body of research on effective teaching, with an emphasis on applying research findings to your own classroom instruction. You will review and synthesize the theoretical and methodological contributions of current research on a selected topic related to K–12 teaching practice.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 531: SECONDARY STUDENT ASSESSMENT Change

      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.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 533: PERSPECTIVES ON DIVERSITY Change

      This course explores the various issues of student diversity and challenges you to examine and define your 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.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 543: EDUCATION AND PSYCHOLOGY OF EXCEPTIONAL CHILDREN Change

      This course focuses on preparing you to plan and deliver appropriate instruction for all students in diverse and inclusive classroom settings, including students with disabilities, gifted/talented students, culturally or socioeconomically diverse students, and students with limited English proficiency. The course examines a range of learning, emotional, and physiological disabilities, the history of attitudes toward those disabilities, and the federal mandates governing them. You will develop a classroom environment to support the diverse students within the general student population using strategies and methodologies. Additionally, the course addresses individualized education programs, 504 plans, and the role you will play in implementing them.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 553: HISTORY AND PHILOSOPHY OF EDUCATION Change

      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. You will compare and contrast philosophical theories that have driven pedagogy over the past two centuries. You will also evaluate current research in your quest to develop as a reflective and creative practitioner in the twenty-first-century classroom.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 581: SECONDARY CLASSROOM MANAGEMENT Change

      This course focuses on training teachers to organize their secondary classrooms to maximize the amount of time students are actively engaged in learning. You will learn how to effectively create classroom procedures to maximize instructional on-task time and minimize disruptions, as well as how to create a fair, easy-to-follow, and practical discipline management system including classrooms rules, consequences, and rewards. Coursework will include practical and reflective components, and will culminate with the design of a personal Classroom Management Action Plan, which could be easily implemented in your future classroom.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 596: STUDENT TEACHING/INTERNSHIP I Change

      Student Teaching/Internship I 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 you test theories you have studied, discover the strategies and styles that work best for you and your students, and practice reflective decision-making. During this experience, you will begin to develop your skills in the nine Master of Arts in Teaching program competencies and engage regularly in professional discussion of your practice with your field supervisor, school mentor or cooperating teacher, classmates, and Iowa field instructor. You will also participate in teachers’ meetings, work with a variety of school staff members, and communicate with parents and caregivers. This course will be graded pass/fail.

      Credits:

      5

      Prerequisites Required:

      None

    • ED 597: STUDENT TEACHING/INTERNSHIP II Change

      Student Teaching/Internship II 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 you test theories you have studied, discover the strategies and styles that work best for you and your students, and practice reflective decision-making. During this experience, you will engage regularly in reflective, professional discussion of your practice with field supervisors, cooperating teachers or school mentors, instructors, and colleagues, refining your philosophy of education and demonstrating the knowledge, dispositions, and professional performance that indicate proficiency in all nine program competencies. This course will be graded pass/fail.

      Credits:

      5

      Prerequisites Required:

      ED 596

    Choose Your Courses Below

    • ED 559: TEACHING METHODS IN SECONDARY BUSINESS Change

      In this course, you will develop business instructional skills by examining current research based-practices in instructional methods, assessments, and techniques. You will analyze business instructional methods, consider student needs, and make connections to classroom instructional practices while incorporating appropriate media and technology as integral tools within the business classroom. You will analyze various instructional methods and best practices, develop lesson plans, and then apply them to specific situations and scenarios. Finally, you will design formative and summative assessments appropriate for business instruction.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 561: METHODS OF TEACHING SECONDARY SCIENCE Change

      This course surveys a broad range of concepts related to teaching various scientific disciplines (e.g., biology, chemistry, and physics) to diverse learners. The course emphasizes a standards-based approach that highlights connections among current research in natural science, real-world phenomena, and classroom instruction. You will gain experience in lesson planning and will learn about assessment techniques and teaching styles to accommodate students with different learning styles. You will also explore what it means to become an effective science educator. 

      Credits:

      4

      Prerequisites Required:

      None

Curriculum: Concentration

Can I Afford This?

Kaplan University is committed to helping you find more ways to save on college tuition. Our Tuition Cap, military reductions, and transfer and experiential learning credits are some of the ways we can help lower the cost of your tuition and help you graduate sooner.

Tuition and Fees

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Online, Rockville, Indiana, Missouri, Wisconsin

$385.00 cost per credit
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Indiana resident military veterans: tuition for online undergraduate degree and certificate programs is $220.00 per quarter credit hour.

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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.

Source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, 2016-17 Edition, Kindergarten and Elementary School Teachers, on the Internet at www.bls.gov/ooh/Education-Training-and-Library/Kindergarten-and-elementary-school-teachers.htm. National long-term projections may not reflect local and/or short-term economic or job conditions, and do not guarantee actual job growth.

Source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, 2016-17 Edition, High School Teachers, on the Internet at www.bls.gov/ooh/education-training-and-library/high-school-teachers.htm. 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 cannot guarantee employment or career advancement.

#While many of Kaplan University's degree programs are designed to prepare graduates to pursue continued graduate- or doctorate-level education, the University cannot guarantee that students will be granted admission to any graduate or doctoral programs.